A descriptive study reports on attitudes of 24 special day class teachers toward mainstreaming of learning handicapped students and toward practices used to implement mainstreaming. Questionnaires were completed concerning factual, attitudinal, and process information for placement and monitoring in the least restrictive environment (LRE). Responses revealed that 79% of the district's learning handicapped students were mainstreamed to non-academic curricular areas and 22% into academics. Readiness factors varied according to grade level. Preparation for LRE centered on discussion of expectations and parent contact. Informal communication was the most widely used method of monitoring progress. Teachers reported that benefits of mainstreaming included improved self-esteem and increased social skills. (Author/CL)