An evaluation of the Honolulu (Hawaii) District Instructional Assistance and Assessment Component involved the assignment of part-time teachers to six specific learning disabilities classrooms in elementary schools to work with the special education teacher in instructional and mainstreaming activities. Five other classrooms were used as comparisons. Classroom observations found that one-to-one instruction occurred more frequently in project schools. Parents saw one-to-one instruction as desirable and credited such close attention as the reason their child enjoyed and/or preferred the special class. Mainstreaming could prove difficult if children expect individual attention in regular classrooms. Some parents were concerned about the movement of their child between classes and missing work in the regular classroom. Group interaction between teacher and students or among students themselves was infrequently observed, limiting the richness of shared experiences. Seatwork was a common activity, perhaps a consequence of the individualized education program. Metropolitan Achievement Tests (MAT) were administered to both project and comparison school students. Students in comparison schools scored higher on both the pretest and posttest in all batteries (Reading, Mathematics, Language, and Basic Total) than students in project schools, but project school students showed greater gains between tests. Recommendations are given for implementation during the expanded second year of the project. (Author/VW)