The paper describes a case-by-case reintegrating strategy for transfer of special education students to less restrictive environments (RLE) stressing "transenvironmental programming" (TP), student-directed interventions, and collaborative consultation. Implementation involved 10 experimental subjects and 10 controls who were elementary grade children with behavior disorders originally enrolled in a special school. Transenvironmental programming focuses on acquisition of skills deemed critical for success, and the transfer of these skills from "training" to "target" environments. TP comprises four phases: environmental assessment, intervention and preparation, promoting transfer across settings, and evaluation in the target environment. Each experimental and control student's most disturbing behavior was identified and an intervention was implemented, involving a teacher-student contract and monitoring either through interval recording or product inspection. Implementation of the TP process required 10 weeks at the special school and 8 weeks in the LRE school. Meetings with LRE and special school teachers set goals for student behavior, and repeated data collection during intervention led to consideration of the student's transfer to the LRE. Postentry intervention involved two final data collections, an individualized education program meeting, classroom observations, teacher ratings, and student-teacher interviews. All 10 of the experimental students but only five of the control students exited the special school for a less restrictive environment (either mainstream or special class in a regular school). (DB)