A survey of 112 regular classroom teachers (primary-junior high) examined their attitudes toward mainstreaming handicapped students. The majority of teachers had a favorable attitude towards mainstreaming and expressed the need for inservice training and supportive assistance, but stated less desire for participation in the individualized education program planning for mainstreamed students. Respondents cited the need for limiting numbers of mainstreamed students and were divided about academic and self concept expectations for them. Other results included that 63% of experienced teachers said regular students did not ridicule their mainstreamed peers; the same percentage of all teachers believed mainstreaming would help nonhandicapped children understand their handicapped peers; and the majority indicated the importance of preparing regular students for mainstreaming. (CL)