Despite the fact that China has a deep-rooted history of sympathetic attitudes toward individuals with disabilities, and has begun to serve individuals with disabilities in their public schools, Special Education in China today is much like it was in the United States prior to the implementation of the Education for all Handicapped Children Act of 1975. China has little of the uniformity that is evident in special education programs across the United States. This paper compares special education as it is implemented in these two nations. A survey is conducted to ascertain the support that teachers in these countries receive for teaching struggling students. (Contains 4 tables.)