This study described and evaluated a broad array of the practices in the education and treatment of behaviorally disordered (BD) students in Iowa. A 10% random sample of BD students, stratified by Area Education Agency and program model, was selected for study. A data collection instrument was distributed to the special education support personnel and teachers of these students asking for information regarding student characteristics, teacher characteristics, program characteristics, evaluation and placement procedures, the individualized education program, curriculum and intervention, support services, and integration/exit procedures. Of 632 instruments distributed, 463 were returned for an overall return rate of 73%. Primary findings were those that (1) documented shortcomings in the evaluation/diagnostic procedures and the incongruence of the evaluation data with the student's individualized education program, (2) demonstrated lack of empirical support for program model differentiation and student severity weightings as they were used in the educational programs for these students, and (3) indicated a need for additional and more effective support services for the parents of BD students. Additional descriptive findings were provided with respect to a wide variety of student, teacher, and program characteristics.