The research analyzed the effects of peer tutoring and teacher presentations about handicaps on the social acceptance of 16 mainstreamed educable mentally retarded (EMR) children (10 from primary and 6 from intermediate level classes). In addition, the effect of peer tutoring on reading achievement of EMR students was examined. Results showed that neither peer tutoring nor teacher classroom presentations had an effect on regular students' selection of EMR students on a popularity measure. It was hypothesized that the possibility of failing to pick up existing treatment effects was due to inappropriate measurement, indicating the need for further research in this area. It was also noted that regular students who did select handicapped students as the "best looking," the "best athletes," etc. were in mainstreamed classes. After participation in a peer tutoring program, EMR students exhibited increased achievement scores on the Woodcock Reading Achievement Tests, lending additional support for the establishment of peer tutoring programs in mainstreamed environments, especially at the primary levels. (Author/SBH)