This study examined mainstreaming in music via a survey of a sample of Arizona music educators. Among the respondents (n = 107), the vast majority are or have been responsible for teaching students with disabilities, although most have received little or no training in special education. Emotionally/behaviorally disordered students are perceived as the most difficult to mainstream, and physically handicapped and speech-impaired students the least difficult. Among disabled students, "learning disabled" was the category most frequently encountered. In most schools, mainstreaming is the only music placement option, and regular music faculty members are the sole providers of music instruction for special learners. Musical ability is rarely the primary reason for mainstreaming students, few respondents have access to special education consultants or adequate time to individualize programs, and most respondents rarely or never participate in placement decisions. The respondents' goals for special learners in music center on student participation and classroom management, with little demarcation between musical and nonmusical goals or objectives. We concluded that effective mainstreaming in music, The Education for Handicapped Children Act of 1975 (Public Law 94-142) mandates the least restrictive educational environments for all students. For many students with disabilities, this law implies mainstreaming, "a term used to describe the process of integrating exceptional children into the regular classroom" (Darrow, 1990). P.L. 94-142 is almost two decades old, yet there is a paucity of research literature on music education for students with disabilities. Research does suggest that many music educators are involved in mainstreaming. Just over 10 years ago, some 63% of music educators responding to a nationwide survey reported involvement with disabled students (Gilbert & Asmus, 1981). Elementary teachers were more involved than secondary teachers. A survey of Iowa and Kansas

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