This report presents a summary of exploratory interviews with teachers and educational policy makers conducted to identify issues, problems, and opportunities for constructive change in inservice teacher education (ISTE). Teachers were questioned on (1) feelings toward ISTE in general (relevance, definition, and organization); (2) roles of entities responsible for ISTE; (3) the definition of substance, with emphasis on professionalism, preferences for training objectives, and differences in experience; (4) incentives and convenience of training; (5) issues concerning the training process: who should be trained? When? Who should conduct the training? and Who should evaluate the training?; (6) how to develop connections between teacher needs and available programs; (7) the"ownership" of ISTE; (8) issues concerning mainstreaming, and (9) multi-ethnic/bilingual education; (10) emphasis on humanistic education; (11) alternatives to present fiscal support programs; (12) problems in ISTE organization and governance; and (13) problems in creating natural and planned variation experiments in inservice teacher education. Educators concerned with the formation of educational policy at the state and national level perceived many of the same problems with ISTE as did the classroom teachers. A comparison of the answers of teachers and educators on the ISTE question reveals a widespread frustration with the lack of efficacy of inservice teacher education programs which seems to be due to structural reasons. It was concluded that the first step in determining the future of ISTE will be to solve the problem of organizing the various groups who have an interest in inservice teacher education into a single structure allowing for diversity but at the same time maintaining common goals and means for attaining them. (MJB)