This report contains an extensive description of the efforts made by the South Miami Junior High School (Dade County, Fla.) to accommodate an influx of disadvantaged children. The school instituted an inservice teacher workshop on the problems of desegration and developed an experimental curriculum for a selected group of 50 Negro and white disadvantaged seventh-graders. Each student was given a series of diagnostic tests and then received instruction according to his ability. The students were also divided into four small groups for a program to improve their language arts skills. University student aides were used to provide more individual instruction. Pretesting and posttesting indicated growth in all instructional areas, especially in writing and mathematics; all these gains were substantially greater than their gains in previous years. The students also demonstrated improved attitudes toward school and self by better attendance and more classroom and extracurricular participation. Recommendations for continued efforts are made. (EF)