This paper is a discussion of The Churchill School, founded in 1972 as an alternative approach to serving the educational needs of children diagnosed as hyperactive, hyperkinetic, brain damaged, neurologically impaired, or suffering from minimal brain dysfunction. The school has a student body of 65, ranging between 6 and 13 years of age. The educational program attempts to be holistic in nature, utilizing three programs which present alternatives to drugs for the treatment of hyperactive children. The first program, perceptual-motor training, is eclectic in nature and includes several subcomponents. The second program, orthomolecular medicine, is described, and reference is made to research in megavitamin therapy. The third program, the open classroom approach, is described as an attempt to channel each pupil's hyperactivity into constructive pursuits. Specific curriculum for this program is also discussed. A battery of tests was administered to the pupils during the school's first and second years of operation. Although the results of these tests provided little statistical significance, the author concluded that alternatives to drug treatment for hyperactivity do exist and should be considered. (Author/BW)