The study involving 130 teachers investigated the elements of psychoeducational evaluation seen by teachers as most helpful in working with emotionally disturbed children. Ss responded to questionnaires which delved into physical, psychological, social-emotional, moral-ethical, and mental development of the child. Results revealed that the greatest number of teachers considered the psychological and physical aspects of development to be most important in terms of need for information relevant to the teaching role; while moral-ethical and social-emotional aspects were considered of lesser importance. Implications based on study findings included that medication is sometimes an absolute necessity for behavior control acceptable in the classroom, that a positive approach should be maintained whenever possible to aid the child in building a positive self image, and residential treatment gains made by the children may be lost if adequate followup is not provided. Further implications were that the psychologist can provide for the teacher of the seriously emotionally disturbed children only that information which the teacher has specifically pinpointed. Time saved in unnecessary testing can be more effectively utilized by discussion of the findings with the teacher, interpreting, and when necessary, explaining how the findings can be interpreted in terms of value. Among appendixes are regulations of the seven states from which Ss came, a report on chemotherapy and behavior modification, and random samples of teacher comments. (SBH)