Questionnaires were sent to 116 Coordinators of Special Needs Projects of Michigan to assess the effectiveness of mainstreaming handicapped children in vocational education programs throughout the state. The purposes of the survey were: 1) to obtain information about the institutions that were mainstreaming; 2) to ascertain which program areas were available and the numbers of handicapped students that were enrolled in these programs; 3) to ascertain the types of support systems that were being used for mainstreamed classes and the function of the special education personnel; 4) to determine the types and numbers of handicapped students that were being mainstreamed; 5) to investigate the types of teacher training programs that were being used and the experiences of the regular classroom teacher; and 6) to determine the problems encountered in mainstreaming. Findings included that the educable mentally impaired were mainstreamed at the most locations, while the emotionally impaired were mainstreamed least; that the majority of regular classroom teachers had received some training to aid them in working with handicapped students; and that parents of handicapped students and special education staff tend to be most supportive of mainstreaming, while regular teachers and parents of normal students tend to be least supportive. (Author/SBH)