In an examination of the notion of person-environment fit as it applies to the socioempathy-social status for mildly handicapped children in mainstreamed and special class settings, 38 mildly learning handicapped (LH) and 234 nonhandicapped students were administered social status instruments. Results revealed that LH Ss in special placements were more well known and more accepted in the setting than those in the regular class setting. In terms of the discrepancy between social status and socioempathy, LH Ss in regular classes overestimated their popularity and LH Ss in special classes slightly underestimated their popularity. The greater discrepancy found in the regular classroom could have consequences for their ultimate adjustment, as postulated in person-environment fit theory. LH Ss in resource rooms were just as well known in both regular and special class environments but slightly more accepted by their peers in the resource classrooms. LH Ss in resource rooms overestimated their popularity in both the resource room and the regular class. Results suggested that LH Ss' perceptions were more congruent with reality in the special class environment. Other findings included that chances for a good "fit" for LH Ss were greater in the special class environment than in the regular class setting. (CL)