Ten mainstreamed learning disabled high school students received treatment with an informal assessment and an educational plan. Analysis of pre and post tests (Peabody Individual Achievement Test, Revised Piers-Harris Self-Concept Scale, and Teacher Perception Survey) indicated that Ss performed better on achievement tests, were enrolled in more regular classes, and received passing grades in a greater percentage of regular classes than did control group Ss. Little difference between the two groups was found on self concept, student attitude and attendance. Teachers of experimental Ss expressed greater confidence in their own ability and greater understanding of the Ss' problems than teachers of control Ss. (CL)