The study investigated the effects of P.L. 94-142 (the Education for All Handicapped Children Act) on parents with disabled children through case study procedures with six families and a series of structured interviews with 26 additional families. Children ranged in age from 6 to 18 years and in degree of developmental disability from moderate to mild. Four factors most commonly articulated about parents' experiences with the individualized education program were the first IEP meeting, information gathering, subsequent IEP meetings, and monitoring. Among findings were that most parents had very little idea of what to expect at the meeting or of what was to be expected of them; that parents sought IEP related information from administrators, teachers, and other parents; and that the most prevalent source of IEP conflict related to the inclusion of specialist services in the child's education plan. The least restrictive environment (LRE) was considered in terms of risks, benefits, and academics and ideology. Conclusions regarding the LRE included that almost all parents ultimately supported decisions to integrate their children with nondisabled peers; that the fundamental risk perceived by parents was that of their child being tolerated rather than taught; and that what mattered most about their child's educational placement was the quality of interpersonal life it promised. Three images of parents emerged: parents as partners, parents as advocates, and parents as pioneers. (SB)