Two hundred and twenty-five inservice experts (administrators, counselors, teachers, and curriculum specialists) from 15 school districts were surveyed, and their opinions used in planning an improved mathematics education teacher preparation program at a Texas university. Results of the survey indicate that although most of the parties felt adequately prepared for dealing with content and curriculum development, teaching methods such as individualized instruction and the operation of a mathematics laboratory were considered underdeveloped skills. Most of those surveyed stated that they were using teaching techniques traditional in the 1950's. Concerning the influence various organized groups of experts may have exerted on educational policy in the area of mathematics instruction; many of those surveyed either did not agree with the standards set by such groups or were not familiar enough with the groups themselves to comment. (LH)