Abstract
The commitment to ensuring that students participate fully in regular educational activities has necessitated a reevaluation of educational practices. Although community-based instruction has long been recognized as the best practice, both its effectiveness and long term value have been questioned. Several researchers have suggested that such instruction remains a pull-out intervention and cannot be justified. The purpose of this study was to obtain from a sample of secondary level educators their opinions on community-based instruction and inclusive education. The findings revealed that the respondents supported both approaches and suggested that students benefitted from each. The implications of the findings are discussed, with an emphasis on basing educational programming on the student's needs, wishes, and interests.