This study investigated the relationship of mental health issues, adaptive functioning, and school outcomes for students with mild mental retardation (MMR). Mental health (MH) was measured using the Teacher Report Form (TRF) of the Achenbach System of Empirically Based Assessment (ASEBA). Teachers also completed the Adaptive Behavior Inventory Short Form. Intelligence measures; minutes of inclusion in regular classrooms; suspension and absence rates; and scores on standardized achievement tests were collected from student records. Subjects were 48 students aged 12 to 18 identified as MMR and placed in special education programs. The hypothesis of the study was that mental health scores would more highly correlate with adaptive scores and school outcome measures than would IQ scores. It was also purposed that students with MR would have higher elevations on ASEBA scale scores than would be predicted by general population norms. Correlations, regression equations, regression significance tests, and Student t tests for single means revealed a number of significant relationships. Adaptive functioning was found to have a strong inverse correlation with MH issues. The relationship of MH issues and adaptive functioning was significantly larger than the relationship between IQ and adaptive functioning, though both were significant. A significant relationship was found between mental health functioning and inclusion, but not for IQ and inclusion. Externalizing scores correlated significantly with suspension rates and absences. Internalizing scores correlated significantly with absence rates. Seventy nine percent of the subjects had elevations on at least one scale of the ASEBA. ASEBA scales scores were significantly higher for individuals with MMR than the general population norms for 11 of 14 scales using student t tests and a Bonferroni adjustment. Cronbach's alpha indicated the TRF had good reliability in the study. A number of these students might benefit from MH services; evidence that such services might improve educational outcomes may open new avenues of services, and funding streams. Given the schools mandate to improve adaptive functioning, academic skills, attendance and inclusion for MMR students, this study offers a potential avenue for school intervention. Further research is certainly warranted in this area. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]