Questionnaires were completed by 85 high school administrators, 87 high school special education teachers, and 103 general education teachers; and interviews were conducted with 48 special education students. Data are presented according to each sample group. Special education teachers responded to questions on such issues as courses taught, program effectiveness, desired class size, and specific strategies within the district related to mainstreaming. General education teachers voiced their perceptions of mainstreaming success, adequacy of support services, need for extra time to accommodate mainstreamed handicapped students, and effects of mainstreamed students on quality of instruction. Administrators responded to questions regarding their degree of responsibility in high school special education programs, time devoted to special education activities, and ranking of inservice topics. Students were asked about their experiences in regular classrooms, difficulties with other students, and suggestions to improve the special education program. Nine conclusions were drawn including the need for increased training in high school teaching for special education teachers assigned to high school positions, the importance of written goals and objectives for the secondary special education program, and the role of special education teachers in facilitating the acceptance of mainstreamed students. (Sample questionnaires are appended). (CL)