Certain aspects of the dropout problem, specifically the relationships between certain characteristics of handicapped and nonhandicapped dropout populations, were examined. A group of eight school districts which had special education projects funded through the Texas Education Agency participated in data collection of demographic variables and interviews of dropouts. Results revealed several distinct differences between handicapped and nonhandicapped dropouts in the sample. Of the characteristics of the handicapped group, three of the most distinct were failure to make the junior-to-senior-high-school transition, lack of future plans, and more positive views of the educational system. Suggestions for utilizing these differences in educational decision making are made, including earlier identification of potential dropouts in order to provide remediation and/or intervention programs, and provision for exit counseling and career awareness for all dropouts. (KA)