To determine the impact of preservice education on students qualifying for secondary certification and secondary teachers' perceived knowledge and attitudes and actual experiences related to P.L. 94-142 (The Education For All Handicapped Children Act), 114 students qualifying for secondary certification and 56 regular secondary classroom teachers completed questionnaires. Measures of central tendency, analyses of variance and Scheffe post hoc analyses were used to compare groups. Results indicated no significant differences between preservice students in secondary education and secondary teachers in perceived knowledge, attitudes, and actual experiences with the provisions and implications of P.L. 94-142. However, significant differences did exist between special education and the other four areas: health education, fine arts, vocational education, and general education. Findings indicated that preservice secondary students enter the profession with perceptions and experiences similar to secondary teachers in the field. It is concluded that university teacher preparation faculty and public school administrators need to address jointly the unique needs of mainstreaming handicapped students at the secondary level. (Author/CL)