The report summarizes research and reported experience on day school care for severely mentally retarded children falling in the trainable range (IQ 25-50). Characteristics and numbers of such children, and literature reporting some methods and experiences in educating trainable mentally retarded (TMR) children are reviewed. Four public school TMR classes currently in operation in St. Paul and Minneapolis are described. Also summarized are available followup studies on TMR children documenting their adult status, including one detailed followup study done on children who attended St. Paul classes. Two chapters deal with studies conducted in Minnesota on the attitudes, hopes, and experiences of parents of TMR children. The subjects in one study consisted of parents of retarded children enrolled in the Minneapolis-St. Paul classes, while the other study surveyed only parents whose children were not in public school classes. A final discussion on the problems of day school care concludes that public day school programs for TMR children can be established and maintained, but also points out that evidence is inconclusive as to whether such classes represent the best or most valuable type of program. Summarized are divergent professional points of view and the reasons for them. (KW)