AbstractThe use of group therapy as a process to strengthen the independence of students with retardation is addressed. A group model is presented for approaching the task of improving these students' independence. Four group foci are presented: (1) remediation, (2) socialization, (3) education, and (4) growth. One or all four foci could occur simultaneously during the group model process. In addition, four themes intertwine with the group foci: (1) self-esteem, (2) age-appropriate behavior, (3) self-expression, and (4) original thought. Experiences in using the group model also are presented.