This study surveyed 7 special education teachers, 30 regular education teachers (a 46% response), and 32 parents of special education students (also a 46% response) in a rural Ohio school district about their attitudes towards experimental models for special education service delivery. The school district serves 1,232 students, with approximately 9% in special programs for students with developmental or learning disabilities. Introductory material defines the various models. Results of each of the seven survey questions are then individually analyzed for each of the three groups, with graphs supplementing the text. Two of the three groups preferred a flexible model in which special educators serve students where needed. Greatest needs were seen for service delivery through modified self-contained classrooms, resource rooms, and tutoring. Regular educators identified training needs in the areas of developing interventions, curriculum-based measurement, data collection, and collaboration. Special educators desired further training in collaboration and developing interventions. Most special educators and half the regular educators were willing to participate in an experimental model. Regular educators were most willing to collaborate with the special education teacher and utilize volunteers. They were least willing to modify course requirements, testing procedures, and daily work. Parents indicated that they desired teachers to make accommodations to meet individual needs, and 31 percent stated they were willing to volunteer. (DB)