It is noted that mainstreaming has been equated with criterion for success of handicapped children despite the fact that some children are best served by more specialized educational placements. With specific attention to hearing impaired students, factors involved in successful mainstream placement are considered. Research on six student variables (audiological factors, communication skills, intelligence, achievement, personality and age factors) and five environmental variables (classroom teacher's skills and attitudes, administrative support, direct support services, physical environment, and family support) is reviewed. Guidelines are suggested regarding placement in the following settings: full integration, special classes, and special schools. It is concluded that the relative restrictiveness of a placement lies not in the setting itself, but in the closeness of the match between programing and student needs. (CL)