Fifty-eight fifth and sixth grade students, identified as underachievers in language arts and arithmetic, received special instruction in a learning laboratory setting over a period of three years. The laboratory was a room equipped with designated learning centers and the lab team consisted of a teacher, an aide, and a part-time psychologist. The students were scheduled in groups of eight to ten to receive individually prescribed instruction for six minutes each day. A multi-media approach was used and instruction was aimed at the development of skills in listening, writing, speaking, and arithmetic computation, conceptualization and application. A control group matched for sex, mental ability, achievement levels, and participation in remedial programs received regular classroom instruction. Analyses of data made at the end of each of the three years did not indicate that the special treatment had any significantly positive effect on achievement as measured by the instruments used. Conclusions drawn suggest that the experimental approach employed came too late in the students' school experience. (FL)