The practicum reported here was designed to address the problem of a group of six college-bound 11th- and 12th-grade learning disabled students who attended a high school that did not have in place a program that would prepare them for the transition from secondary school to college. The intervention used cognitive techniques to raise the students' level of self-esteem while concurrently making the students and their parents aware of and knowledgeable about the many factors involved in the move to higher education and its impact on the student with a learning handicap. The intervention consisted of an 8-month, 32-session program of structured meetings, each dealing with a particular topic that both the literature and actual counseling experience indicated was important for a focus group to be knowledgeable about and sensitized to if the transition to the college community was to be successful. Each student's resource room teacher and parent or guardian met with the counselor on different occasions to give and receive feedback on the intervention. An evaluation of the practicum revealed that, with the exception of one of the students, each student's level of self-esteem increased as indicated on the Coopersmith Self-Esteem Inventory. Students, resource room teachers, and parents/guardians evaluated the intervention as being helpful and of significant worth to warrant its continuation beyond the time originally allocated for its tenure. (Sample forms and letters are appended.) (Author/NB)