A program for underachieving elementary school students with perceptual deficits was designed to integrate perceptual training into a "pullout" remedial program for non-public schools in Allegheny County, Pennsylvania (exclusive of the City of Pittsburgh). One-hundred children in grades two through eight and 10 remedial teachers participated in the program. Teachers received training in the identification and treatment of perceptually impaired children in a series of six workshops presented by a learning disabilities supervisor and a remedial supervisor. Children's learning modality and perception deficits were identified through testing. Treatment consisted of teaching reading or arithmetic through the child's stronger modality, either visual or auditory, and through remediating the perceptual problems which were prerequisite to acquisition of skills. Children received treatment-related instruction for two periods per week throughout the school year. A modified expected achievement level as an outcome of instruction was predicted for each child. Program evaluation results revealed that every child improved his or her performance on perceptual tasks, but 16 percent did not reach the level of error-free behavior predicted. Absence of a control group prohibits conclusions about the impact of perceptual training on arithmetic or reading achievement. Included in the six appendices that make up approximately half the document are (1) materials related to the design of the study; (2) perception, reading and mathematics objectives at primary and intermediate levels as well as sample individualized instructional programs (IIPs); (3) inservice teacher training workshop materials; and (4) a teacher guide to implementing perceptual training into the remedial program. (Author/RH)