One of the changes advocated by the Regular Education Initiative (REI) is the placement of all students with disabilities in regular education classes. This paper analyzes this REI proposal and discusses four objections, with citations to relevant literature: (1) restriction of the continuum of services, which may result in students being put through the motions of mainstreaming for purposes of social integration without either the existence of, or planning for, measurable learning; (2) immunity from accountability at the risk of ignoring less intrusive interventions, the implementation of flawed research, and a poor return on funding; (3) deficits in the research base used to justify REI proposals which risks the dangers of impulsive implementations based on outdated research; and (4) the dangers of ignoring current data, unprofessionally using data by excluding conflicting data and drawing conclusions that are not supported by the data, making unprofessional decisions, and attempting reform that does not integrate accumulated knowledge. The document contains 82 references. (BRM)