Class schedules of 458 handicapped students attending 11 comprehensive high schools in eight school districts were reviewed to examine patterns of enrollment of handicapped students at the secondary level. Academic, nonacademic, vocational, and extracurricular involvement were noted, as well as degree of integration experience by students. Among results were that low numbers of handicapped students were enrolled in high schools; handicapped students participated in an array of programs; there was a high degree of integration in nonacademic classes; there was a tendency toward nonintegrated academic and vocational services; 16% of the handicapped students had no classes of any sort with nonhandicapped peers; and special education teacher certification requirements and the nature of work experience programs raised questions about the comparability of courses for handicapped students. (Author)