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A questionnaire was administered to elementary-school regular class teachers to determine their attitudes and needs in regard to mainstreaming the exceptional child. The questionnaire was designed to elicit teachers' attitudes and their perceptions of time, materials, skills, support services, and training needs in relation to teaching mainstreamed exceptional children in their classroom. The secondary purpose of the study was to determine whether locale, educational degree, or teaching level affect those perceptions. Results indicated that teachers evidenced unfavorable attitudes towards mainstreaming. They believed that they did not have the time, support services, or training necessary to teach exceptional children in their classroom effectively. It was speculated that with additional training, teachers would have the necessary skills to competently participate in a mainstreaming program. Locale, educational degree, and teaching level did not differentially affect teachers' attitudes and needs.
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