This specialized curriculum at a Minneapolis junior high school was designed for students having considerable academic and behavioral difficulty. The curriculum emphasizes personalized help and team work with peers. The academic part of the program, the Pocket School, emphasizes English, social studies, and math. The second part of the program, the Positive Peer Culture, involves group sessions in which a group leader and a few students meet to discuss students' personal problems and ways of solving them. Questionnaires and interviews were used to obtain information from administrative staff, faculty and students for evaluation of the program. None of the 22 students in the peer group wanted to continue with the group for the coming year. About half wanted to continue with the Pocket School. About 60 percent of the faculty thought that the Pocket School should or could be continued if modifications were made. A similar percentage thought that the peer group could be continued with changes. It was apparent that the leaders and the faculty of the peer group did not share a common philosohpy. Evaluators raised questions about the adequacy of training for teachers in the Pocket School and for group leaders. Recommendations, if the program is to continue, include: a written statement of goals; formulations of a common philosophy; appointment of a director for the program; keeping the program entirely at one facility; and complete administrative support for the program. The questionnaires are appended. (Author/KM)