This study examined the difference between parents, teachers, and administrators' perspectives of intellectually disabled students' academic and social performance. The study's importance comes from the performance of students with exceptional needs who were unable to effectively communicate their social and emotional needs. The population consisted of parents and teachers in a Middle Tennessee exceptional needs organization. Surveys were used to measure behavior, social skills, and achievement and open-ended response were used for achievement recommendation. This mixed-model study used comparatives to examine the differences between parents, teachers, and administrators' perspectives of students' academic and social performance. Significant differences were found in all three factors of academic and social performance when related to the parents, teachers, and administrators' perspectives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]