Reviewed were reports of 50 parent-teacher conferences involving pre-primary through secondary level students; information as to the nature, content, and outcome was obtained; and conferences involving teachers of self-contained classes were compared with those involving resource teachers. Results indicated that the teachers initiated conferences most frequently, with the most frequent rationale in relation to the child's behavior, followed by status (reporting progress), testing/evaluation/placement, combined academic and behavior problems, and academic problems. Behavior disorders resource teachers had the highest frequency of conferences, followed closely by teachers of the educable mentally retarded in self-contained classrooms. Teachers of children with behavior problems tended to have series of parent conferences, and the greater the degree of parental involvement called for, the higher the probability of successful resolution of the difficulty. (IM)