The relationship between the diagnostic label assigned to a child (emotionally disturbed--ED, learning disabled--LD) and the type of behavior exhibited by that child was investigated with 128 special education graduate students. Ss were asked to complete one of four randomly assigned case studies in which the label assigned to the child and/or the type of behavior exhibited by the child had been manipulated. Four label and behavior conditions were simulated and analyzed. Results suggested that label-inappropriate behavior (e.g., LD child with ED behavior) was more disturbing and less accepted than label-appropriate behavior (e.g., ED child with ED behavior). Implications for teacher training and ecological intervention were discussed. (Author/CL)