Classroom observations were conducted with five children, identified as at risk for developmental delay, throughout their first year of preschool, to identify their patterns of adjustment to an integrated preschool program. A video assessment of each child was conducted prior to program entry to help teachers plan a successful transition. Individual children were then observed between 20 and 47 times during the year. During their first weeks in the school the children demonstrated high rates of unoccupied behavior, crying, and pacifier use. Four of the children initially received high rates of teacher attention which gradually declined over time. One child continued to require much teacher attention. Teachers used a variety of strategies to assist the children in adjusting to the class including encouraging cooperative play, allowing a parent or sibling to remain with the child for part of the day, shortening the child's initial days, providing small play groups, and allowing the child to bring a favorite toy from home. Case studies of the five children are provided. Three tables and five figures detail study findings. (Contains 13 references.) (DB)