The study examined educationally relevant aspects of the home environments of 56 elementary school students with mild educational handicaps. Thirteen aspects of the home environment were examined for the extent to which differences existed among the three categories of handicapped students (educable mentally retarded, learning disabled, and emotionally/behaviorally disturbed) and 17 nonhandicapped students. The 13 aspects included nine home factors (predictable routine, lack of stress, security, opportunities for the child to develop responsibility, realistic parental expectations, valuing of education by family members, support for completion of school work, support for school policies, and a safe, orderly physical environment). Four out of school time factors concerned provision of structure by parents, child's involvement in productive activities, time spent watching television, and time spent reading. Differences among groups also were examined as a function of socioeconomic status. Differences in home environments emerged most often between nonhandicapped students and one or more of the handicap groups. The home environments of nonhandicapped students were rated significantly higher on nine of 13 variables. Copies of the home interview form, the criteria for rating home factors, and the criteria for rating out-of-school-time factors are included. (JDD)