Mainstreaming the handicapped child requires much more than mere placement in a regular classroom. Careful thought and preparation must be devoted to the affective, as well as cognitive, aspects of classroom experience. This paper describes the mainstreaming program at the North Rowan Primary School in Rowan County, North Carolina. Through team teaching, use of a special resource team, formation of "family" groups of handicapped and "normal" students, and extensive inservice training, the staff has acquired many skills and techniques to strengthen the teaching of basic skills, to assist children in assuming responsibility, and to develop realistic attitudes toward self and others. Mainstreaming and the program devised to implement it have been of benefit to all pupils. (Author)