It is estimated that, on average, three out of ten school (or as high as seven out of ten) children experience some type of school adjustment problem. This paper outlines a program designed for children who have mild school adjustment difficulties in the early grades (K-3) and who are at risk of more serious difficulties as they become older. This is an integrated services program, both school-based and community-linked, and it represents a cooperative effort between the local mental health agency and the local school district. Each child receives a 30 to 40 minute weekly play session in a specially equipped playroom at the school. Using play techniques and reflective listening, aides help the children with school adjustment problems such as shyness, aggression, or inattentiveness. Implementation of the program is best accomplished after a year of preparation. Activities during the preparation year include securing funding, identifying key players in planning the program, establishing policies and timelines, scheduling project start-up meetings, selecting and equipping the playroom, para-professional selection, and scheduling student sessions. Described here are characteristics of the elementary school where the program was initiated, the services provided, the type of staff needed, program costs, some program problems and solutions, program accomplishments, and evaluation data. Contains a list of two publications that describe/evaluate the program. (RJM)