Evaluated was the morale of 204 regular class teachers and 146 teachers of the educable (EMR) or trainable (TMR) mentally retarded at both elementary and secondary levels. Administered were a biographical questionnaire and the Purdue Teacher Opinionaire which examines opinion in the following ten areas: teacher rapport with principal, satisfaction with teaching, rapport among teachers, teacher salary, teacher load, curriculum issues, teacher status, community support of education, school facilities and services, and community pressures. Results showed no reliable differences between responses of regular elementary and special elementary teachers of the EMR. Secondary female teachers of the retarded were reliably more dissatisfied with their status, curriculum issues, and professional relationships than were other teachers. Male secondary EMR teachers reported greater rapport with fellow teachers than did regular teachers. Teachers of the TMR themselves as having lower status than regular elementary teachers. No relation was found between morale and whether the special teacher worked in a special or regular school. (DB)