This study evaluated the effectiveness of an inclusive program for students (grades 2 through 4) with mild learning disabilities (LD) in four elementary schools in Spain. It compared two support strategies, a within-class integrated program versus resource room approach with students having either high or low learning potential. The study also explored changes in beliefs and attitudes of regular education teachers toward inclusion after participating in an ongoing consultation process. Learning potential was evaluated individually using a test-training-retest model. Students' academic abilities and self-concept were assessed with standardized group and individual measures. Results indicated that the LD students in inclusive settings performed better than segregated LD students in both academics and emotional adjustment (as reflected in higher self-concept scores). Although the LD students with high learning potential were more competent academically than those with low learning potential in both programs, even the low-potential LD students achieved significantly better in the regular classrooms than in the resource rooms. The 11 regular teachers who received weekly consultative support improved their attitudes toward inclusion in comparison to a control group of 8 teachers. (Contains 46 references.) (DB)