Attitudes of 39 junior high regular class teachers toward inclusion of special education students in their classroom were measured. The relationship between the special education teachers, special education student, and the mainstream teacher was rated strongly positively. The teachers felt that the special education students produced no additional burdens on the behavioral attitudes of the class, although they did express concern about the academic accomplishment of the mainstreamed child. Perceived responsibility for academic, emotional, and special needs of the special education student refelcted a wide range of responses. Most teachers indicated a lack of time to individualize instruction, help individual students, and plan cooperatively with other professionals. In general, despite frustration about grading and competencies in the regular classroom, teachers felt positively toward mainstreaming. The author emphasizes the need for systems to enhance communication between regular and special educators, and offers 10 suggestions for promoting this communication, including writing a guide to special education services and developing an inservice course to help special educators communicate with parents and regular class teachers. (CL)