The study examined the effects of an inservice program for nine resource and eight itinerant teachers on skills of regular classroom teachers in meeting needs of visually handicapped students enrolled in their classes and supportive services provided to classroom teachers by resource and itinerant teachers. An introductory chapter covers background of the study, statement of the problem, need for the study, statement of purpose, review of the literature, hypotheses, and delimitations. The research design, covered in a second chapter, included a survey of classroom teachers, a survey of resource and itinerant teachers, and an objective test of knowledge administered to resource and itinerant teachers. The third chapter presents results of statistical analysis relating to the research hypotheses, results of supplementary analysis of classroom teacher skills and supportive services provided by resource and itinerant teachers, subjective written comments by classroom teachers, and evaluation of the inservice class by participants. Chapter 4 offers findings, conclusions, and recommendations which include: the inservice program was effective in increasing the self confidence of classroom teachers relative to maintaining realistic expectations for their visually handicapped students; the program did not have impact on classroom teacher evaluations of supportive services; and the type of school in which itinerant teachers worked had no effect on self evaluations of itinerant teachers. Appended are sample survey forms, evaluation forms, responses, comments, and tables with statistical data. (SB)