The paper analyzes research on the self concept of differentially placed educable mentally retarded (EMR) students and hypothesizes covarying factors which may suggest to educators variables to be taken into account in placement decisions. Considered are such factors as IQ, reading achievement, and being the only retarded child mainstreamed into a class. Among conclusions are that high IQ EMR students seem to do well in a mainstreamed environment in terms of self concept while low IQ EMR students with poorer reading skills maintain higher self concept in self contained classes; and that to place a child in an educational environment in which he cannot maintain feelings of self worth may actually increase rather than decrease the restrictiveness of the school environment. (SBH)