In promoting integration of exceptional children into regular classes, much emphasis has been placed on inservice and preservice preparation of teachers to develop skills and attitudes conducive to implementation of mainstreaming. Review of the literature indicated that structured inservice education programs were usually effective in providing knowledge about exceptional children, reducing anxiety toward mainstreaming, and developing more positive teacher attitudes toward exceptional children. The literature contains relatively few studies that focus on the modification of preservice teachers' attitudes toward exceptional children, with a conspicuous void relevant to preservice elementary teachers' attitudes. Most of the investigations studied special education majors, a population that should initially have positive attitudes toward exceptional children. Investigators have suggested that, although both information about or experience with exceptional children can lead to attitude change, a combination of information and experience is the most effective approach. However, there is little research to support this thesis. Similar lack of research and agreement on appropriate systems for delivering mainstreaming information to inservice and preservice teachers was also found. (37 references). (Author/JDD)