It has been 15 years since the first special class in vocational high school was set up for students with mild mental retardation who were graduated from junior high schools. The class is much more segregated than the resource room program in junior high schools. However, students seem to enjoy the classes in vocational high schools than the resource room program in junior high schools. This article discusses the differences between two types of placement, and lists the efforts made to inclusion by analyzing the evaluation reports of the special classes in vocational high schools. Suggestions are provided for educators for further consideration on a quality school environment of inclusion.