A study examined communication between special educators and the regular classroom teachers to whom they mainstream students. Respondents to a survey questionnaire included 34 special education teachers employed by a special education cooperative, 25 special educators employed by individual school districts, and 84 regular classroom teachers. The extent of communication which took place in four areas was examined: (1) communication and consultation; (2) demonstration of materials, techniques, and teaching methods for exceptional children; (3) development of goals and instructional objectives; and (4) provision of inservice training by special educators for regular classroom teachers. Responses to the questionnaires indicated: (1) Special educators employed by the school districts were more actively sharing material with regular educators on a more regular basis than those employed by the cooperative, but regular teachers' perceptions of sharing were at a much lower level; (2) District special educators reported being more involved than cooperative educators in discussions of techniques and teaching methods, but once again, regular classroom teachers reported less involvement with all special educators; (3) Regular classroom teachers reported less attendance to objective-setting meetings than did the special educators; and (4) The majority of both regular classroom educators and special educators responded negatively concerning the presentation of formal inservice training. (JD)