The primary aim of the study described in this thesis was to investigate the effectiveness of schools that implemented the Full Service School Model in the three regions that participated in the Saskatoon Region Special Services Project. The Full Service School Model refers to service delivery to exceptional children through personnel based within the school (that is, through regular classroom and resource teachers). Within each region, structured interview forms were prepared and administered to regular classroom teachers, resource teachers, and principals in two selected schools, one more successful in the implementation of the Full Service Model, the other less successful. A second purpose of the study was to analyze qualitatively those items that tended to discriminate between schools. The third purpose was to modify the initial evaluative instrument. The results indicate that a school climate that promotes factors of self-sufficiency, organizational readiness, and total staff involvement leads to a more effective degree of implementation of the Full Service School Model. A bibliography, applicable Canadian regulations, and interview forms are appended to the text. (Author/MLF)