Forty-four mildly handicapped students (grades 4 through 9) in resource rooms were interviewed about their understanding of the special education referral and placement process, their explanation of the reasons for their placement, interpersonal problems produced by placement, strategies to handle the interpersonal problems, predictions about future special educational needs, enthusiasm about resource activities and teachers, and thoughts about the personal usefulness of the program. Among findings were that Ss attributed learning or behavioral deficits to themselves when asked why they were in resource programs; the majority exhibited confusion and inaccurate understanding of their reasons for placement and the actual placement process; strategies developed to cope with interpersonal problems included ignoring taunts, asking help from peers or teachers, and keeping their school program a secret from peers; and students rated their resource programs very favorably, with an overall positive ability for them as evidenced by their perceived growth in specific skill areas and general self concept. (CL)