A review of European, Canadian, and United States child-care models is presented as the rationale for the implementation of a training program for child care professionals. The training model is described in terms of: (1) the child mental health specialist's role; (2) curricula and teaching activities; (3) internship and field experiences; (4) trainee recruitment and selection; (5) resources and training staff; and (6) the overall assessment of the program by trainees and employers. The findings of program effects focus on the need to develop a national, uniform training program and to integrate academic and real-life experiences during the training experience. Implications of these findings are related to future child-care patterns such as the development of specially trained child mental health care workers, the inclusion of child mental health training into teacher training programs, and the dissemination of child mental health and child care knowledge to individuals working with children. Tables outline the courses, training requirements at various educational levels, and the employment possibilities for program graduates of this model training program. (Author/HLM)