The paper describes the Cross Categorical Service Delivery Model, which has as its purposes: (1) the maintenance of mildly and moderately handicapped students in their home schools to the greatest extent possible; and (2) mainstreaming of handicapped students into regular education classrooms as much as possible. The model targets primarily learning-disabled or severely language-impaired, while some students have emotional handicaps or are educable mentally retarded. The model incorporates four components: placement in regular classes; development of integration plans; implementation of integration plans; and evaluation of integration plans. After a pilot program, the model was implemented throughout the elementary and middle school programs of a large urban school district in the Southwest. An evaluation of the program found support for the model in terms of the majority of staff attitudes and opinions, parent attitudes and opinions, and regular student academic achievement. Mixed findings were obtained in the areas of student academic self-concept and student academic achievement. Non-supportive findings included staff attitudes and opinions about adequacy of resources and mainstreaming time. It was concluded that there is a moderate degree of evidence that the model is more effective with these students than the traditional self-contained special education model. Implications for the regular education initiative are considered and recommendations offered. Eight bar graphs are attached. (DB)