Studies have documented the widespread existence of negative attitudes held by nonhandicapped peers toward handicapped peers and such attitudes affect handicapped persons. Parish, Ohlsen, and Parish ( 3 ) identified negative attitudes which might seriously interfere with the educational environment of handicapped children. Donaldson ( 2 ) reviewed procedures for changin.5 attitudes toward handicapped persons. Of four exceptionalities simulated for elementary students during 45 min., maneuvering a wheelchair was the only experience which significantly altered attitudes positively ( 1 ) . Fourth graders who watched a film about physically handicapped children participating in physical education classes showed increased artraction toward handicapped peers immediately after the film ( 5 ) . Some change is now evident, in that Public Law 94-142 called for the least restrictive educational environment for handicapped students. This study measured change in attitude towards children with handicaps by nonhandicapped students after engaging in activities that simulate physical handicaps. The simulations of physical handicaps were expected to facilitate positive changes in perceptions of handicapped peers. Among 44 nonhandicapped elementary students who voluntarily participated were 17 boys and 27 girls; 21 were in Grade 5 and 23 in Grade 6. Their attitudes toward handicapped persons were assessed on the Personal Atuibute Inventory for Children ( 3 ) . From 48 alphabetized adjectives (24 positive and 24 negative), students were asked to select 15 which best described physically handicapped children. All students participated in a 1-hr. session utilizing four activities that simulated handicaps with discussion of similarities between nonhandicapped and handicapped people. Activities included restraining of fingers to simulate spasticity, covering hands to simulate decreased sensation, use of crutches and leg weights, and maneuvering a wheelchair with arms restrained. The group's mean knowledge score at pretest was 4.11 ( S D = 4.00) and at posttest 4.30 ( S D = 4.08). The difference was not staristically significant ( r = 1.68, p < .05 ). This result confirms Donaldson's ( 2 ) negative impression of simulations and did not confirm the positive change in attitudes others observed (1, 5 ) . A 1-hr. simulation is likely insufficient. Parish and Taylor's ( 4 ) inventory may be more appropriately used to measure children's attitudes toward handicapped children with whom they have attended school.