Individualized education programs (IEP) of 107 junior high students with behavioral disorders were reviewed. The review focused on the current types of behavior problems displayed by the students and the types and frequencies of the annual goals listed for each of the students. An average of 2.4 behavior problems were noted per student, while an average of approximately 4 goals were listed for each. There was a low correlation between the nature of the problems cited and the goals stated. The implications of these findings for an understanding of educational services for students with behavioral disorders and as a basis for change in current practices are discussed. HE PASSAGE OF The Education for All Handicapped Children Act (PL 94-142) introduced the concept of an individualized education program (IEP) as documentation of the provision of a free appropriate education for students with disabilities. The intent of the requirement that an IEP be written on each student identified as disabled was that the focus of intervention needed to be placed on the individual rather than broader group needs. IEPs were intended to represent each student's right for a specially designed program. The primary intent of the IEP was based on the notion that the student &dquo;drives&dquo; the educational program rather than the program driving the student (Harvey, 1978). The document itself was to be developed by a team comprised of teachers, a school administrator, the parents, and, where appropriate, the student. Following a careful analysis of discussion and relevant diagnostic data, the multidisciplinary team was to write an IEP that would reflect the student's educational needs.