The effectiveness of using 75 aides in special education classrooms in Albuquerque, New Mexico, was evaluated in terms of impact on students, classrooms, and staff. Interviews, record reviews, and survey research were used to collect data. Findings revealed that aides were perceived as having a positive impact on the children through more individualized instruction, as well as emotional and academic support. Program and teacher impact included greater planning and preparation time and emotional support for teachers. In addition, administrators and teachers felt that the aides increased program effectiveness and positively affected staff morale and interaction. There was a need for clarification of aides' roles with mainstreamed students. Staff voiced a need for inservice on better using the aides, improving communication between teachers and aides, and helping the aides work with students with various types of handicaps. (CL)