The Purpose of this study was to investigate the peer acceptance of mainstreamed students with mild disabilities in elementary schools. To assess peer acceptance, A sociometric scale was group-administrered to each student of participating 55 classes(grade 2-6). The peer status and peer acceptance of 459 nondisabled students and 55 disabled students were examined and compared. The relationship between teacher prefer- ence ratings of disabled students and sociometric ratings was explored Compared to nondisabled students, more mainstreamed disabled students were rejected and isolated and fewer were popular. Disabled rejected students were more rejected and less accepted than nondisabled rejected students. Three quarters of disabled students were nominated as victims of bullying. Teacher preference scores for disabled students were not related to peer acceptance.