This practicum report addressed the problem of role ambiguity in regard to effective utilization of special education staff within the regular fourth grade classroom and the need for support for the regular teacher working with special education students. The researcher, a special educator, conducted the following activities: (1) presented an inservice training to staff on integration strategies, (2) modeled desired strategies during a 2-week mini-unit in social studies, (3) collaborated in providing shared instruction in a math unit, and (4) switched roles with a regular educator for two full consecutive days. Outcomes included: teachers increased acceptance and understanding of integration as evidenced by pre-intervention and post-intervention surveys; a decrease in the numbers of questions about integration posed by staff and an increase in the numbers of positive comments; the targeting of specific areas for improvement as a result of staff discussions; and improved perceptions of support by the regular class teachers. Appendices include the integration assessment surveys and results, a teacher questionnaire, and a model for effective utilization of special education staff in the regular classroom. (Contains 31 references.) (DB)