One hundred and sixty-eight elementary students with and without handicapping conditions participated in a study to determine the social integration of students with mild to moderate disabilities who are academically mainstreamed for at least one period daily. Ss were asked to photograph what they considered illustrative of their schools. A thematic content analysis of students' descriptions of their pictures was performed. Preliminary analysis of the data suggested that students with handicapping conditions are not socially integrated when they are academically mainstreamed. Very few pictures of the mainstream and its student population were taken by special class pupils, and even fewer pictures of the special education population were taken by control Ss. Students in resource rooms showed the most variance in types of pictures taken, and appeared to bridge the regular and special education groups. Conclusions note the existence of parallel special education and non-special education subcultures in the school. Appendixes contain a picture sorting record form and picture sorting handbook. (Author/CL)