A 9-week practicum was designed to integrate severely/profoundly handicapped (SPH) students with third-grade nonhandicapped peer tutors in Broward County, Florida. Additional Objectives were to promote greater understanding of handicaps by nonhandicapped peer tutors and to increase awareness by SPH teachers of the importance of interactions between handicapped and nonhandicapped children. Using a fixed-time ratio, observers gathered baseline data on SPH students by documenting 5 minutes of eye contact and/or interaction with an object. Baseline data on interaction of SPH students with teachers was also obtained. At the beginning and end of the practicum, peer tutors and SPH teachers responded to a questionnaire regarding their attitudes toward SPH students and toward integrating SPH students with nonhandicapped peers. During the practicum, each nonhandicapped peer tutor worked with three SPH students every day. Data were collected on SPH students' eye contact and/or interaction with an object, as well as on interaction with the peer tutor. Results revealed that SPH students showed progress in programming during the time the nonhandicapped peer tutors worked with them. Both SPH teachers and nonhandicapped peer tutors showed more awareness and acceptance of SPH students at the conclusion of the project than they did at the beginning. (Appendices include questionnaires and descriptions of individual SPH students' performances.) (AS)