Parents (N=282) and teachers (N=121) were surveyed on academic and social issues involved in mainstreaming handicapped students. Teachers and parents represented four different educational settings: a minimally mainstreamed public school, a heavily mainstreamed public school, a special school for students with disabilities, and a reverse mainstreamed school (a special school that also enrolls nonhandicapped students). Regular school parents and teachers had the greatest agreement in responses, generally believing that their children and students were appropriately or very independent for their ages. Both expressed strong support for mainstreaming despite concerns about the number and nature of disabilities. More parents than teachers felt that only teachers with special education training should teach disabled students. Other results included that regular and special school teachers had more trepidations about mainstreaming than did teachers in a mainstreamed or reverse mainstreamed school; parents of special education students and teachers listed physical safety and opportunities to participate in extra curricular activities as their major concerns in mainstreaming; and teachers seemed to view mainstreaming primarily in terms of the effect it had on their jobs. (CL)