An investigation was conducted of the eligibility and classification decisions of 223 educational professionals who participated in a special education simulation exercise. Data from their decisions were characterized by much variability and inaccuracy. Fifty-one percent of the Ss declared a student with assessment data in the normal range to be eligible for special education services; 61 percent indicated the presence of handicapping conditions. A historical background for special education decisions is presented, and the Brunswikian Lens Model of decision theory is discussed as one way to understand the difficulty of special educators in making eligibility and classification decisions. Decision heuristics are proposed as a way to improve the educational decision process. (Author/CL)