The report analyzes the effectiveness of Dean's Grant projects (DGPs), federally funded programs designed to help prepare regular preservice educators to deal with mainstreamed handicapped students. Following a review of demographic data on the 112 DGPs, survey and questionnaire results are summarized in an examination of such aspects as DGP evolution, outreach or spin-off activities, curriculum change, facility attitude change, and student attitudes toward DGPs. Chapter 4, "What Have We Learned from the Dean's Grant Projects?" by J. Rand Whitmore, addresses four categories essential for DGP success: project leadership and organization, strategies to achieve faculty interest and participation, strategies to achieve denied curricular change, and project evaluation design. Chapter 5 presents a lengthy evaluation of the 19 central regional programs. "The Dean's Role in the Dean's Grant Project: Director and Advocate" by C. Sivage et al. cites case study research of 10 DGP sites. The extent to which 10 clusters of teaching capability were emphasized in DGP-Influenced Teacher Education programs is the focus of chapter 7, "A Preliminary Study of the Clusters of Capabilities: An Approach to Curriculum Development in the Dean's Grant Projects," by M. Gazvoda. The final chapter examines the future of DGPs in terms of discontinuance of federal funding, emerging issues and problems, and future challenges in DGPs. Appended material includes examples of evaluative instruments used in local projects. (CL)