This practicum sought to provide elementary school teachers with the skills and knowledge needed to teach students residing in foster care. The three specific goals of the practicum were: (1) to have all 30 of the teacher participants use teaching strategies appropriate to the education of foster care children; (2) to have at least 25 of the 30 teachers use at least 3 intervention strategies before referring a foster child for behavior problems; and (3) to decrease the number of foster care children referred for special education assessment. Inservice teacher training sessions were developed and conducted to achieve these goals. Teacher appraisal worksheets, behavior referrals, and suspension charts were used during the implementation phase to document the teachers' growth. A post-intervention assessment was completed by teachers to document their understanding of the needs of foster children. Analysis of the assessment data, classroom observations, and school records indicated that all three goals of the practicum were met. (Two appendixes contain strategies for healthy preschool and school-age child development and suggestions on how teachers can help children cope with stress. Contains 41 references.) (MDM)