The newsletter issue presents the results of a project that examined: (1) teaching at the senior level of schools for the mentally retarded in Sweden; (2) teachers' and supervisors' views of the pupils; and (3) the reality of the open labor market. The project analyzed mechanisms in and outside teaching that prevent or impede access to the labor market by former pupils of schools for the mentally retarded. The study involved 103 students in grades 7 through 10, 12 class teachers, 11 vocational guidance teachers, 10 representatives of working life, and 2 parents. The study found that the schools' written curriculum was a well-intentioned document with many practical instructions for the planning of teaching. However, teachers in some quarters made very little use of it in lesson planning. Teachers and representatives of working life regarded pupils as conscientious in terms of punctuality, careful and sustained work, and attendance, with shortcomings in the areas of flexibility and initiative. Most of the class teachers taught their pupils with enthusiasm and pleasure, but there were some who adopted a fairly repressive attitude. Vocational guidance teachers adopted a more dynamic approach in their professional practice than regular class teachers. Among numerous recommendations are the following: (1) early introduction to and instruction on conditions of working life; (2) recurrent in-service training especially for classroom teachers; (3) identify-supportive instruction for pupils and teacher training in such instruction, including ways to "stretch" pupils' capacities; (4) joint meetings of teachers and working life representatives at supervised work training places; and (5) active commitment by school management to staff welfare. Includes 14 references and a list of 22 project reports produced or in preparation. (JDD)