In 2002, the American Association on Mental Retardation (AAMR) (Luckasson et al., 2002) revised their manual on mental retardation. It also extended the changes that had been made in the previous (1992) manual to further promote an alternative approach to definition and classification in the field. The study reported here sought to determine the impact of the 2002 manual on educational practices across the United States. To do so we researched state guidelines for terminology, definition, and classification. Responses were obtained from a survey of practices of and/or a website review from in all 50 states plus the District of Columbia. Practices regarding terminology, definition, and classification were determined and the findings are highlighted in this study. Implications are noted with special attention to trends among the states and to emerging considerations with regard to terminology, definition, and classification practices within the field. (Contains 1 table.)