This study explored views and attitudes toward full inclusion and collaboration among 43 directors and coordinators of special education in randomly selected school districts in eastern Kentucky. Although both collaboration and full inclusion were in effect in parts of each school district surveyed, results showed that only about half of the survey's respondents favored collaboration, with only 16% favoring full inclusion. Furthermore, while about half believed special education teachers were prepared for collaboration, only 12% considered them to be prepared for full inclusion. No respondents believed regular education teachers were prepared for collaboration or full inclusion. (PB)