A 25-item questionnaire on special education decision making was completed by 70 elementary and secondary teachers to examine attitudes about current and preferred participation in planning, programming, and placement processes. Questionnaires touched upon teachers' personal information, class information, the special education referral process, the testing-evaluation process, and the individualized education program (IEP). Among results were that an average of six students per teacher were suspected of having a handicap; the most frequently cited criteria for deciding upon referral were problems in mastering instructional content and deviant behavior; more elementary than secondary teachers indicated awareness of the multidisciplinary team function; only 7% reported participation in IEPs; and 50% indicated they made very few, if any, accommodations for the special needs students. Administrative hindrances to active classroom teacher participation in special education decision making were cited. (CL)