A retrospective evaluation of a Dean's Project at the University of Utah offers insights on the building of a program to prepare teachers to deal with mainstreaming. The program, funded federally, was begun in 1975 and was defunded in 1979. Reflections are made on what appear to be, in hindsight, mistakes in the way the program was developed. The project, headed by an Associate Dean, employed three professional staff persons, none of whom was on the college faculty. Consideration is given as to whether it would have been better to employ faculty members who would remain with the staff after funding ceased. The eight months spent in assessing needs for the program is seen as possibly wasted. It did not yield anything new, and special educators or educational publications could possibly have provided a needs list similar to the one that was obtained. By the time funding ceased, a variety of self-instructional modules had been developed, bibliographies and course outlines were created, a course was begun in counseling exceptional students, some media resources had been developed, and an interdisciplinary team teaching seminar and practicum was in action. These were all useful products. A model for interdisciplinary collaboration had been established in the school, and commitment to the goals of mainstreaming remains in spite of lack of funds for program development. (JD)