The Mobile Education Teams (METs) Program of the Montgomery County (Maryland) Public Schools instructs limited English proficiency (LEP) adolescents. Funded by a 3-year Title VII grant and implemented in six intermediate and junior high schools beginning in 1984-85, METs provide intensive elementary-level English, reading, and mathematics instruction to seventh through ninth graders. A resource specialist, five teachers, three teacher aides, a counselor, and a parent specialist move from one site to another. This study documents the nature of the instruction provided by the METs during the 1985-86 school year, and presents results of questionnaires on students' personal and school experiences and a teacher checklist concerning students' attendance and discipline patterns. Sixty-eight students, 64 teachers, and 55 parents completed Year 2 questionnaires. As standard tests (namely, the Minimum English Competency test and a criterion-referenced math test) were found to be inadequate, a qualitative design was adopted. Results indicate that METs provide: (1) positive initial school experiences, resulting in a high level of student and parental satisfaction with the program; (2) sensitivity toward special student needs; (3) acculturation to the American educational system; (4) functional math and reading skills as well as survival English skills; and (5) services above and beyond those normally available to LEP students. The original study and sample program materials concerning reading, mathematics, and social studies instruction are appended. (TJH)