This study assessed the perceptions of school psychologists toward effectiveness and use of instructional adaptations in inclusive classrooms with the Adaptation Evaluation Instrument (AEI; Schumm & Vaughn, 1991). The sample included 59 regular members of the Texas Association of School Psychologists (TASP). Items receiving the highest and lowest effectiveness ratings are discussed as well as items with highest and lowest use ratings. Results also showed 28 of 30 items had significant differences between use and effectiveness ratings. Factor analyses indicated a number of factors for use and effectiveness; however, there were no similarities in these factors. Possible reasons for these findings are discussed. (Contains 3 tables.)