This paper presents findings of a study that compared the social-adjustment levels of students who participated in a middle-school transition program with students who did not. The program, implemented at Whitewater Middle School in Fayette County, Georgia, was designed to ease elementary students into the middle school system. In the Shadow Program, fifth-graders accompanied, or "shadowed," sixth-graders for one school day, to familiarize themselves with the middle-school surroundings and schedule. A total of 108 fifth-grade students participated in the study--54 program participants and 54 nonparticipants. A social-adjustment instrument was administered to the students when they reached grade 6. Teachers completed a survey to assess their perceptions of program effectiveness. Faculty expressed overwhelmingly support for the program. Findings indicate that students who participated in the Shadow program were socially better adjusted than those who did not participate. Students in the experimental group reported having lower anxiety levels and fewer problems finding needed facilities. It is recommended that middle-school teachers place the affective domain of students as their highest priority. (LMI)