The study examined the Philadelphia school district's program for mildly handicapped students. It provided descriptive data related to mixed categorical classes, described students enrolled in the mildly handicapped program, provided descriptive data on the content of Individualized Education Programs (IEPs), and attempted to determine the usefulness of the IEP document to teachers in the field. Twenty-two specific research questions were addressed. The study identified four implications for educational practice: (1) The problem of poor school attendance must be addressed; (2) Teacher training in effective instructional methods is necessary; (3) The IEP, as a mechanism for helping teachers plan for and deliver instruction, should be reevaluated; and (4) Clarification of the relationships among the IEP, grading guidelines, and the standardized curriculum appears necessary. Future research into such areas as the application of Effective Schools Research to the teaching of mildly handicapped students is recommended. (DB)