This article describes the evaluation of separate discussion sections for special admissions students participating in a developmental program and attending an introduction to psychology course. In year one, the special admissions students were segregated into separate small enrollment discussion sections within the larger course. In year two, they were integrated into the regular discussion sections. Evaluation of grade performance between the two year periods and comparison of their performance with matched controls each semester revealed no differences. Therefore, the data suggests that segregated sections are not necessary for the success of these students and activities such as Supplemental Instruction (SI) promote more success. (Contains 1 table.)