This qualitative research study applied an exploratory in-depth interview approach to investigate special education director's perceptions of the extent their public high schools support the reintegration of out-placed students with psychiatric disabilities into regular education settings. This study was conducted with eight directors from eight school districts within three socioeconomic groups. The major conclusions in this study were: 1. While the participants' perceptions of the level of involvement by the home schools during a student's transition back to district are high, the evidence of active involvement during the students stay at the outplacement school prior to transitioning is low. 2. Much effort is being put into preparing the student for reintegration once the decision has been reached to start the process. However, little effort is going into working with the receiving school staffs' attitudes toward the returning student, as well as preparing them for the student's return. This is true especially in the area of stigma and mental health issues. Even less work is done to prepare the home school's student body. 3. Although most participants consider meta-cognition as part of self-confidence, which together with locus of control, are recognized as essential for students' success and ability to transition, the participants had little understanding of how these attributes are attained by their students. 4. Participants perceive students' lack of academic progress, while they are attending school in an outplacement setting, as problematic and negatively affecting the students' ability to successfully reintegrate as well as having a negative impact on their likelihood for long term success. 5. Participants in the study referred to their longstanding experience in bringing students back from outplacement schools and individualized approaches for guiding their efforts with students sufficient. Research clearly points to the significance of a well thought out and carefully planned transition to make the reintegration successful. 6. This research study points to the ability of public schools within the lower and medium SES categories to provide supports and services that are equal to, and in some instances greater than, supports and services provided by public schools within the higher SES range.