This study explored the relationship between costs and benefits of supported (inclusionary) education practices as implemented in 10 schools in 9 Oregon school districts. Specifically, results are presented from a series of interviews conducted with special education directors and principals. Interviews explored administrators' perceptions regarding the resource implications of supported education, focusing on: (1) one-time, start-up costs such as physical modifications to buses and other facilities; and (2) ongoing costs associated with supported education, such as changes in daily costs of transporting students and providing aides and resource teachers in regular classrooms. Increasing staff size was found to be a major component of supported education implementation, as resource teachers and aides spent more time working in regular classrooms and otherwise assisting regular classroom teachers. Transportation costs increased initially to make busing more accessible, but declined in the long term as a result of shorter distances travelled by students being served in neighborhood schools instead of district centers. Costs of adapting buildings for accessibility were considerably lower for newer buildings compared to older buildings. Additional staff development was the most significant need expressed by all districts. (PB)