An instructional enrichment program in a Murfreesboro, N.C., school was designed to help academically retarded students in grades 3 to 8 (I.Q. 72-85). The participating students, who were retarded from 1 to 5 years, were grouped homogeneously to receive individual and small group instruction, and were encouraged to develop good listening and study habits. The combined mean gain for these students computed for the 7-month period between pretesting and posttesting on the Stanford Achievement Test was 8.0 months, and 52 percent of them exceeded gains that would have been expected from a group of nonretarded students of average intelligence. (NH)