Three hundred thirteen regular education, elementary classroom teachers participated in a study examining the relationship of their perceived role in implementing P.L. 94-142 (the Education for All Handicapped Children Act) and their job satisfaction to their degree of work alienation. Questionnaires addressed four aspects: (1) sample characteristics, their involvement in mainstreaming, and their role as a result of P.L. 94-142; (2) their role in mainstreaming regarding preparation, decision making, and opinions of the mainstreamed child; (3) degree of alienation to work or to their fellow workers; and (4) their job satisfaction. Among results were that approximately one half had not been told what responsibilities they had in the mainstreaming process and had not had adequate input into the program. The strongest indicators of alienation were those that focused on schools as imperfect organizations. Grouped responses on job satisfaction indexes showed that overall satisfaction was relatively high. Other findings included that teachers with mainstreamed students were more likely than their counterparts to perceive their role in implementing P.L. 94-142 positively, as well as more likely to describe their work specific job satisfaction positively. (CL)