A program, in Rhode Island, to reduce student referrals to special education programs is evaluated in this study together with its impact on classroom teacher policy. The Classroom Alternative Process (CAP) addresses strategies for regular education teachers to remediate students' problems prior to, or instead of, referral to special education. Data were collected from longitudinal student data, case records, interviews with Classroom Alternative Support Team leaders and principals, participant questionnaires, and a longitudinal attitude survey of pilot schools. The findings indicate that the program contributed to an overall change in teachers' problem-solving practices as well as to a reduction in student referrals. Factors for program success are teacher specificity, adaptability, recognition of cognitive and organizational structures, and provision for actual change. (LMI)