Since the Education for All Handicapped Children Act now known as the Individuals with Disabilities Education Act (IDEA) 2004 was first passed, states have been required to make available to students with disabilities a free appropriate public education (FAPE) in the Least Restrictive Environment (LRE). The LRE standard that each school district must establish includes procedures to assure that, to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the general educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Defined as the environment where the student can receive an appropriate education designed to meet his or her special educational needs, while still being educated with nondisabled peers to the maximum extent appropriate, LRE differs for each student with a disability receiving special education and related services and the general classroom, with or without supplementary aids and services; a pull-out program for part of the day with the remainder of the day being spent in the general classroom or in activities with students who do not have disabilities; a special education class within the student's neighborhood school; or a separate school specializing in a certain type of disability. This report provides a general overview of LRE and determination of the standard on an individualized basis. Checklists are provided for ease of reference regarding characteristics of LRE, standards for determining placement, continuum of service options, questions and answers, learning opportunities and principles for inclusive schools.