This study investigated the perceptions of 302 building administrators regarding their building level programs serving students with emotional and behavioral disorders (EBD). Comparisons were made between administrators of schools that housed self-contained programs and administrators from schools without self-contained programs on factors regarding the adequacy of academic and behavioral services for students with EBD. No between-group differences were found on administrator ratings of the proficiency of special education teachers with regard to the provision of academic services. However, special education teachers in self-contained programs were rated significantly higher than their counterparts teaching in less restrictive settings on their proficiency to determine students' behavioral needs, to make adjustments to behavioral interventions, and to measure behavioral progress. In addition, students with EBD were perceived as receiving better quality of services in self-contained programs than in the less restrictive settings. (Contains 2 tables.)