This study investigated initial placements, current placements, and stability of placements for 2,643 graduates of special education preschool programs for children (ages 3-4 years) with developmental disabilities from 74 New Mexico school districts during the first 5 years of such programming (1986-87 to 1990-91). Major findings were that 10% of the graduates were initially placed in regular education, 41% in regular education with support, and 42% in self-contained classrooms. Seven percent of the graduates had either moved and/or were in other placements (e.g., private schools). Placements then stabilized at approximately 11% in regular education, 35% in regular education with support, 45% in self-contained classrooms, and 7% moved and/or other placements. Data indicate that placements in integrated settings are increasing each year, while placements in self-contained settings are decreasing. Six recommendations are made based upon analysis of the data, and a five-step action plan is presented to bring about needed changes and measure the impact of change. (10 references) (Author/JDD)