A study identified the competencies needed by and the inservice problems of vocational teachers involved in teaching disadvantaged students in self-contained classrooms. During the study, each of the 100 vocational education teachers instructing disadvantaged learners in state/federally funded self-contained programs for the disadvantaged in Virginia were surveyed in order to ascertain the competencies that they perceived to be essential for being a successful teacher of disadvantaged learners. In addition, these same teachers were asked to identify the major problem areas that they encountered in working with disadvantaged youth. Eighty-five of the 100 teachers completed a vocational education special needs scale that covered 25 competency areas related to teaching disadvantaged students in self-contained classrooms. Included among those competencies that were perceived to be most important to teaching disadvantaged students were the ability to deal with students emotionally, academically, culturally, and socially; the ability to create a tension-free classroom atmosphere; and the acquisition of extensive knowledge of subject matter. The greatest need for inservice training was identified in the following instructional and program areas: the ability to design an individualized education program, knowledge of students' background and way of life, and knowledge of students' learning styles. Recommendations called for organizing a comprehensive personnel development program for the state's teachers. (MN)