A national sample of 473 secondary academic teachers responded to a questionnaire designed to examine perceptions toward mainstream students with special needs. Results showed that while a majority of educators felt successful in teaching special populations, over one-third received no prior instruction or preparation in this area. In an exploratory principal components factor analysis with varimax rotation, three dimensions of teacher perceptions were identified from the 22 original statements in the questionnaire, including perceptions of general educators' roles in mainstreaming, perceived barriers to mainstream placement, and the degree of responsibility felt by general educators for teaching special populations. A multivariate analysis of variance (MAIVOVA) revealed that education; participation in undergraduate and graduate coursework, and inservice training; and academic discipline taught had varying degrees of impact on perceptions toward exceptional student populations.
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