An assessment was made of change in attitude toward trainable mentally retarded (TMR) students of 42 adults (members of the PTA Board and teachers of the experimental groups) and 127 children (in first, third, and sixth grades) as a result of special instruction and an integrated program. Regular class students in small groups were systematically integrated into a TMR class where they engaged in the same cognitive, motoric, and affective domain activities as TMR Ss, for the development of personal, social, and occupational skills. Among findings from administration of the Childrens Attitudes Survey were the following: children in the first grade showed highest percentages of negative response in expressing reluctance to want to play with TMRs, going to their classroom to work with them, and being afraid to play with them; nearly half the children in all grades thought TMRs used worse language than they did, but that not all TMRs used bad language; and about one-third of all groups felt they would be ashamed if they had a sibling who was like a TMR child. It appeared that the special activities program used with the experimental groups had some influence in changing the attitudes of the PTA Board members toward mental retardation and the mentally retarded at the TMR level, as well as the attitudes of the regular school children toward the TMRs in the TMR classroom. (SBH)