The document describes Project TREK (Training Regular Educators with Exceptional Kids) which provides services to seven school districts within the Portland, Oregon area. Chapter 1 offers an overview of the project's purpose and philosophy, target population, organization and staffing, delivery of services, and staff support and interaction. Chapter 2 reviews the history of the project in terms of its three major stages--content stage, process stage, and synthesis stage. A third chapter explains preliminary activities (identification of inservice training sites and participants, clarification of district needs and goals for inservice training, selection and orientation of TREK facilitators, and specification of district and project commitments, responsibilities, and expectations regarding inservice training) and planning and implementation. Included are charts listing the methods/variations of activities involved in the planning and implementation component. A fourth chapter outlines content of the training curriculum while a fifth chapter discusses evaluation of Project TREK design and outcomes. Considered in Chapter 6 are management, design, and philosophical issues which have provided insight about the design, implementation, and management of inservice training for regular educators. Five recommendations are offered in Chapter 7: establish a broad base of support for inservice training, provide training and orientation to facilitators at the onset, initiate inservice training activities at the building level with plans for expansion of services districtwide, establish a central clearinghouse of training resources for reference by staff members and other interested persons, and design short and long term evaluation strategies with attention to diverse audiences. The final two chapters contain a glossary of terms, a list of references, and an annotated bibliography. Appended materials include the following: demographic data regarding target area and target population, Project TREK Consortium Council Charter and membership list, position descriptions for professional staff, information on the TREK process, the nine cell grid for designing a learning experience, a survey of teacher competencies and needs, a hierarchy of teacher skills, an individualized training plan, project objectives, and miscellaneous forms. (SBH)