This study surveyed a random sample of 150 regular educators in Atlanta, Georgia, divided equally among elementary, middle, and secondary teachers, concerning their perception of the need for special education services for students with emotional or behavior disorders. It also examined teacher attitudes about the degree of placement restrictiveness needed by such students. The 102 respondents perceived aggressive students as having the greatest need for special services and the most restrictive settings. Anxious/withdrawn students were seen as having the least need for services and the least restrictive placements. Analysis of the responses considers grade level taught, extent of teaching experience, and sex of the respondents. Implications of these results for inclusion of students with emotional or behavior disorders are discussed. (DB)