Background: Research suggests that referral practices of teachers in regular education are not only affected by the level of learning difficulties but also by student behaviour and the level of students' parental involvement in education. It was hypothesized that teachers maintain a notion of the "ideal" student, who has relatively good academic skills, is well behaved and has highly involved parents. Aims: The main question of this study was whether special-education teachers' perceptions regarding remediation possibilities are similarly affected by student behaviour and the level of students' parental involvement. Sample: Nineteen experienced Dutch school teachers in special education each evaluated four students: two with relatively high and two with relatively low academic performance. Methods: Three questionnaires to assess learning difficulties, behavioural problems and the level of parental involvement were developed. Results: Teachers' perceptions of remediation possibilities were related to the severity of the learning difficulties and academic skill. Academic skill, in turn, was strongly related to the perception of the children's behavioural problems and parental involvement, which, in turn, links the perception of remediation possibilities indirectly to children's behavioural problems and parental involvement. Conclusions: Special education teachers may also hold an image of the "ideal" student. Students with high academic achievement levels are perceived as having fewer behavioural problems and more highly involved parents than students with low academic achievement levels. Whether this is due to justified or unjustified teachers' perceptions is a matter for future research. What is important is that stereotyping of students (justly or not) poses a serious problem for the Dutch reintegration policy.