This paper compared the performance of 22 seventh-grade controls in a traditional special education program with at least one period of resource room instruction to the performance of 22 students in a supportive inclusionary model program. In each group, there were 17 students with learning disabilities and 5 students with behavior disorders. Results found: (1) absences did not increase for students with learning disabilities who did not have resource room support; (2) students with behavior disorders in the inclusionary model earned more failing grades than the control group; (3) regular educators in both groups had a similar number of concerns about the progress of students with learning disabilities, however, students with behavior disorders in the inclusionary model were discussed more frequently at team meetings; (4) in both groups, the students with behavioral disorders did not complete homework on a regular basis; (5) regular educators in the inclusionary model made modifications as needed and without frequent prompts from the resource staff; (6) the number of inappropriate behaviors of the students with behavior disorders in the inclusionary model was higher than the control group; and (7) teachers in the inclusionary model were able to co-teach three to four times as many classes as the teachers in the control group. (CR)