Reviewed are research studies and their implications regarding mainstreaming educable mentally retarded (EMR) students. Discussed are studies dealing with topics such as the following: academic changes, learning potential status (stressing the need for individualization), emotional and social adjustment, locus of control (citing the difference between students with high and low learning potential), social acceptance of the EMR (demonstrating that social acceptance does not naturally accompany mainstreaming), teacher attitudinal changes, and factors to consider in integration of the EMR (emphasizing the importance of teacher strategies to foster interaction between students). Listed are nine points to consider in mainstreaming, including the issues of full- or part-time integration and selection of students. Provided are approximately 50 references. (CL)