A study examined the impact of time allocation on the performance and satisfaction of special needs and nondisabled students enrolled in a vocational home economics community and home services program in one Ohio school district. During the study, researchers compared the performance and attitudes of disabled and nondisabled students enrolled in six community and home services classes taught by four different teachers in three schools. Three of the classes were 180 minutes in length (the current State mandate); in these control groups were 27 disabled and 17 nondisabled students. Three experimental groups of 34 special needs students were given classes of 135 minutes in length. Student achievement was measured by a paper-and-pencil cognitive test and by performance on five selected tasks. Satisfaction was measured by questionnaires administered to students and by interviews conducted with classroom teachers. Although no statistically significant differences existed between the two groups with respect to task performance, the nondisabled learners did score significantly higher on the paper-and-pencil test. Students in both groups were generally satisfied with time allocations in their classes; moreover, the teachers interviewed felt that student learning would remain about the same whether or not current time allocations remained the same or were decreased. (Appendixes to this report include a research model and description of the project pilot study, the survey and interview instruments, and responses to open-ended questions appearing on the survey instruments.) (MN)