The extent to which 148 teachers felt that their training programs prepared them to teach students with special needs was examined. A questionnaire was developed to ascertain whether teachers were able to carry out reponsibilities mandated through the passing of Public Law 94-142. Respondents were asked to rate their overall preparation and training in five areas: methods, materials, child and adolescent development and psychology, reading, and mainstreaming. The teachers also rated their preparation for recognizing and handling students having problems with drugs, abuse, learning disabilities, and emotional disturbances. Teachers were asked to suggest major changes that should be made in teacher training programs. Analyses of results were conducted and grouped according to: (1) years of teaching experience; (2) location of training--in Minnesota or elsewhere; and (3) training at public or private institutions. Although most teachers gave good or fair ratings overall to their training programs, poor ratings appeared with great frequency in the areas of reading, mainstreaming, and recognizing students with specific problems. Ratings by teachers with less than five years of experience indicated they were more satisfied with their training than were teachers with 10 or more years of experience. Appendices provide analysis and discussion of the survey's findings and a copy of the questionnaire. (FG)