In light of a current movement in England and Wales toward integrating severely retarded students with those having more moderate learning difficulties, results of a survey are reported whose purpose was to identify numbers and characteristics of severely retarded students who exhibit disruptive challenging behaviors, the type of provisions currently offered to them, and the level of related inservice training provided for staff. Out of a sample of 137, usable returns from 68 schools were received, representing 17 percent of all such day schools in England and Wales. In addition, detailed data on 100 individual students from a subsample of 8 schools were analyzed. Examples of challenging behaviors included destruction of equipment, aggression, self-injury, pica, noncompliance, and stereotyped behavior. Results suggested that the majority of behaviorally challenging severely retarded students are fully mobile and tend to vary greatly in communication skills, indicating the feasibility of a variety of approaches to remediation. It is suggested that those with lower mobility and lower cognitive ability require intervention based on behavioral principles. Inservice staff training to deal with difficult behaviors was reportedly minimal. The great majority of schools accepted as appropriate the responsibility of educating these students. (Eleven tables are presented.) (JW)