The paper describes the competency based, field centered Illinois State University Dean's Grant Project designed to exemplify interdisciplinary efforts among university faculty, parents, school personnel, community agencies and organizations, and other child advocates as well as to upgrade regular teacher education so that all children can be educated in the least restrictive environment as mandated in P.L. 94-142 (the Education for All Handicapped Children Act). The development, implementation, and evaluation of the total teacher preparation model involved a task force advisory committee; a community liaison committee; and interdisciplinary teams (from departments of specialized educational development, curriculum and instruction, educational administration and foundations, the Laboratory School, and psychology). The discrepancy evaluative model was used to evaluate the project. Among the instruments used for evaluation were planning guidelines and goals, rating scales, and student feedback forms. Main areas of the teacher preparation process were observation with mainstreaming classrooms; practicum assignments and demonstrations; teacher interviews, conferences, and excursions; and supervised field experience. (SBH)