A questionnaire on student adjustment was completed by 54 secondary level regular classroom teachers with educable mentally retarded (EMR) students in their classrooms. Results revealed that the teachers did not rate EMR Ss very well in social, emotional-psychological, or academic performance. Academic performance was rated much more negatively than the other two areas. Indicators of friendliness, liking teachers, and cooperativeness were the only social area skills rated satisfactory or better. Lowest mean ratings for sociability were those identifying a close relationship of EMR Ss with non-EMR Ss and participation in extracurricular areas. Lowest averages in the emotional-psychological area went to positive self concept, volunteering for extra work, and absence of frustration. Five recommendations were made, including the need for uniform procedures for evaluating EMR Ss and the need for realistic teacher expectations of EMR students. (CL)