To determine how many emotionally disturbed (ED) Iowa students were reintegrated into regular classrooms, by what criteria, and by whom, a study of ED teachers from 76 public school programs serving this population was undertaken. Results of the questionnaire showed that 85.5% of respondents worked in school districts with over 3,000 students, 76.4% had been teaching 3 years or less, 67.1% worked in self-contained (or self-contained, severe) classrooms, and the majority of students were in elementary school. Other findings revealed that 84.2% of the respondents indicated that no students had been referred to a less restrictive ED programing during the 1977-78 school year, and that the likelihood of a particular pupil being integrated decreases in relation to the length of time the pupil has been in the ED program. It was shown that readiness of a student to return to a regular classroom rests with the perceptions of the individual ED teacher regarding the student's progress and that 65.5% of the respondents felt that integration procedures were not clearly defined. In selecting the regular classroom or teacher to be involved in the integration process most repondents indicated that humane, attitudinal, and personality factors were more highly valued than knowledge of educational techniques or educational philosophies. The teacher questionnaire is appended. (Author/PHR)