The College of Saint Rose (Albany, New York) initiated a Dean's Grant inservice program for secondary school teachers and administrators to prepare them as master teachers for the college's student teachers who were being trained to deal with mainstreamed students. The group met twice a week for a semester under the guidance of the college faculty. The presentation of the course consisted of lecture and discussion with visual aids, audience participation, and handouts. The pace of the program was designed to be short, active, and varied. The emphasis of the course content was on the practical, comprehensive, and realistic. Besides dealing with the educational needs of handicapped students, a panel presentation by parents of handicapped students brought immediacy and clarity to student problems. A second panel consisted of handicapped adults. Participant responses to a program evaluation were very positive. While the long-range intent of this program was to prepare secondary school teachers to serve as practicum supervisors for preservice teachers, it was also intended to establish a "living laboratory." The preservice students will be placed with program graduates and observed by those involved in their training. These on-site visits and the feedback from the cooperating teachers and the practicum students will provide a test of the revised curriculum. Future inservice programs are planned for training counselors and administrators in dealing with mainstreamed students. (JD)