This study compared the inclusive PIER program (French acronym for program intervention with at risk students), which was implemented in 13 third grade classes in Quebec (Canada) and compared with 13 third grade classes using a traditional resource room pull-out program over the course of a full school year. A total of 165 at-risk and 441 non at-risk students participated. The PIER program emphasizes four components: (1) collaborative consultation; (2) cooperative teaching; (3) parent involvement; and (4) strategic and adapted instruction in reading, writing, and mathematics. Three achievement tests and five affective tests were administered in September and the following June. On the academic tests, the at-risk students in the PIER settings had significantly higher scores in writing and similar scores in reading and mathematics, compared to students in resource room pull-out programs. Regular students in the PIER settings had significantly higher scores in both reading and mathematics compared to control group students. On the affective measures, student attitudes toward school became more positive in the PIER settings. On no measures did students in the PIER setting (either at-risk or regular) perform less well than students in the traditional pull-out setting. Separate analysis of students with learning disabilities found the PIER program resulted in higher (but not statistically significant) achievement in mathematics and writing and more positive attitudes toward school. (DB)