The study examined the individualized education program (IEP) process by investigating and observing instructional settings, interviewing IEP service providers, and reviewing handicapped students' records. Ninety students were randomly selected for examination of their IEPs. Data were collected, recorded, and analyzed by using record review, interview, and questionnaire instruments. Internal consistency reliability analyses for all the scales within every instrument of the IEP Monitoring Analysis Plan were satisfactory. The congruences among the factors of IEP assessment, IEP objectives, IEP services, materials and equipment, and implemented program services were reported as 69.4% total match. When IEPs written by multidisciplinary teams and annual review teams were compared, in every factor matched the annual review team percentage was higher. There were significant differences in opinions among the groups of service providers (resource specialists, speech and language specialists, regular and special educators) on all three service provider questionnaire scales. The data indicated that the demographic variables of number of team members, types of specialists represented on the team, type of handicapping condition, age and ethnicity did not affect the IEP characteristics or the opinions of the service providers. (Author/CL)