The paper describes mainstreaming of behaviorally disordered students at Orange Elementary School (in Waterloo, IA). The author, who is principal of the school, makes a number of suggestions for the implementation of mainstreaming, such as being aware of the structural capabilities of the individual school building (a school with many steps, for example, would not easily accommodate physically handicapped children), planning the scheduling of the handicapped children so that they can easily attend mainstreamed classes, and selecting staff (whenever possible) whose attitudes toward the handicapped and working with them are positive. Other suggestions include inservice education and reduction in regular class size (to assist teachers in coping with the extra time involved in mainstream programming). The author explains that mainstreaming should not be attempted all at once; taking time to know each child is important. Enlargement of budgets, student attitudes, and consistent discipline are also explored. Compliance with the law in matters such as securing the proper tests and evaluations, and obtaining signatures from parents and the implications of mainstreaming in negotiations with teachers are reviewed. (PHR)