Questionnaires were mailed to 80 administrative units in the western United States, of which 85% responded, to examine administrative arrangements for administering special education programs in rural areas and to determine whether a relationship existed between administrative arrangement, cooperative size, and compliance with the mandates of P.L. 94-142 (The 1975 Education for All Handicapped Children Act). Five administrative arrangements were examined: individual and special school districts, voluntary and joint agreement cooperatives, and legislated units. Size was defined by geographical area and number of school districts served by the cooperative unit. Respondents were randomly selected from listings of special education cooperatives and copies of legislation enabling cooperative arrangements provided by state departments of education. Results indicated that individual school districts reported the greatest degree of compliance with the mandates; voluntary cooperatives were most effective in meeting the mandates; and rural areas experienced the most difficulty complying with mandates regarding personnel knowledge of special education laws and procedures, and the least difficulty with the procedures and components related to the Individualized Education Plan. Since 88% of the administrative units served less than 15 school districts, analysis of the relationship between number of school districts and compliance with the mandates was not attempted. (NQA)