In an effort to help developmentally delayed or disabled children succeed in an integrated or regular early childhood classroom setting, the Rural Area Model Preschool Project staff developed an ecological inventory to identify the behaviors and skills expected of preschoolers in classroom settings. The inventory was used for 2 months in eight classroom settings. In regards to cognitive competence, teachers expected children to recognize their names, body parts, peers, and classroom locations and activities. For executive competence (the ability to make decisions about classroom interaction and activities), teachers expected children to have the ability to find unoccupied chairs or mats and wash hands. Instrumental competence (the ability to use tools and materials appropriately), involved expectations for using spoons, crayons, and brushes; putting on clothing; throwing away trash; and so forth. For social competence (communicating, feeling, expressing, dealing with conflict, and cooperating), the most frequent expectation was that children would ask for something they wanted and could not get for themselves. It is concluded that the inventory may provide important information for those making decisions about placing children in a preschool setting or those who wish to predict or bring about a child's success in a group setting. Ten references and a copy of the inventory are appended. (SAK)