Moving children from a psychiatric treatment facility to community schools presents significant challenges for children, teachers, and families. This study examined the potential conflicts between the expectations of receiving teachers and the behaviors of elementary school students (N=17) using the Assessments for Integration into Mainstream Settings (AIMS) system. Two parts of the AIMS system were used. Receiving community school teachers completed the SBS Inventory of Teacher Social Behavior Standards and Expectations by rating adaptive behaviors as critical, desirable, or unimportant and rating maladaptive behaviors as unacceptable, tolerated, or acceptable. A comparable instrument was completed by hospital-based teachers. Potential conflicts were most often found in the areas of adaptability, self-direction, creating disturbances, and managing anger and frustration. Results provide limited support for the use of the SBS Inventory and comparison scale. The use of the two questionnaires revealed areas of conflict between expectations and behaviors, and the discrepancy between these ratings related to teachers' satisfaction with the transition process. These findings have implications for student and teacher education and the practical utility of using these instruments as a routine part of the transition procedure. (NB)