This study examined the prevalence of different program models for early childhood special education services (ECSE) to children with disabilities, ages 3-5, in Iowa. The degree to which children in ECSE programs received special education services in settings with their peers who did not have disabilities was also investigated. The study sample represented 20 percent of Iowa children enrolled in ECSE center-based programs, randomly selected; 536 usable surveys were obtained. Interviews were conducted with each child's primary special education provider. It was found that roughly 71 percent of ECSE children are placed in program models designed to provide services solely to children in special education. Program models included self-contained ECSE programs (66.2%), co-located special education programs (13%), and self-contained ECSE programs plus community-based early childhood proramming (9.1%). The amount of integration with peers who were not disabled varied significantly for different program models. The majority (66.4%) of children in the sample received less than 10 percent of their special education services in settings with their peers without disabilities. The survey instrument is appended, along with definitions of program models. (Author/SW)