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The purpose of this study was to compare the academic achievement and social adjustment of mentally retarded students who have had five years of special education with mentally retarded students who have had no special education. This comparison was made to determine if there is a significant difference between the two groups. The present study was not undertaken to defend or attack special education classes. The study was designed to determine to what extent academic and social differences existed between the two groups. It is hoped the results of this study can be used in planning programs for the educable mentally retarded children in the Weber County Schools. The writer proposes the following hypotheses: 1. There will be no significant difference between the two groups in reading. 2. There will be no significant difference between the two groups in arithmetic. 3. There will be no significant difference between the two groups in language. 4. There will be no significant difference between the two groups in attitude toward school. 5. There will be no significant difference between the two groups as evaluated by their teachers. Data concerning these problems were collected from standardized tests from teacher-appraised school adjustment rating scale, and from school records.