The report summarizes a year long observational study of special education programs in one district's 12 elementary schools (Queens, New York). Data were gathered using observational time samples of teacher, student, and paraprofessional activity and student time on task; descriptive notes of the classroom context; ratings of 15 dimensions of instruction; and teacher questionnaires. It was found that the resource room program was, on average, significantly more effective than the self-contained special education program in terms of teachers' more effective use of time, greater opportunity for individual contact between student and teacher, and greater time on task. Individual seatwork was the most frequent student activity in special education, and this trend was accompanied by a de-emphasis on teacher-led lessons. Selection and implementation of appropriate curriculum varied across groups. Some techniques (including contingent reinforcement, teaching for generalization, and use of self-correcting materials) were rarely observed. In general, paraprofessionals were not used wisely. Comparisons were made between students in resource rooms and their nonhandicapped peers. A series of thirteen recommendations were made based on findings, including expansion of the resource room program, de-emphasis of individual seatwork, and clarification on the role of paraprofessionals. (CL)