Interviews, record reviews, student follow-up, achievement tests, survey instruments, and observation were used to gather data for the 1986/87 evaluation of the Topeka (Kansas) Educable Mentally Handicapped (EMH) Program. Strengths of the program were identified and included: a dedicated, well-trained staff; a good special education/regular education staff relationship; a growing acceptance of EMH students by regular education students; and numerous placement possibilities for students. Most regular education teachers understood the potential benefits of mainstreaming and were willing to teach EMH students. Two-thirds of the grade school and almost all of the middle and high school EMH students were mainstreamed for part of their school day. Areas of concern included: (1) the paucity of life skills, prevocational, and vocational training in grades K-8 and the lack of a work study coordinator at the high school level; (2) the placement of many students in interrelated classes in grades K-8, while having no similar placement options for students once they reach high school; (3) the placement of low functioning students in interrelated classes and of high functioning EMH students in self-contained classes; and (4) the advisability of the current emphasis on basic academic skill development in grades 1-8, especially considering the drop in achievement scores in arithmetic, spelling, and reading which occur in spite of the academic emphasis. (Author/DB)