A survey was designed to collect descriptive information from teachers of severely/profoundly handicapped (S/PH) students in the public schools of Nevada and Utah. Analysis of 59 responses provided information on teacher demographics (including that the majority of teachers were female, held a special education credential and were relatively inexperienced with the S/PH population), student demographics (including that student age ranged from 3 to 22 years with the primary handicapping condition of mental retardation), classroom settings (including that only 20 respondents served six students or less) and teacher attitudes and goals. Among implications were that teachers needed more formal coursework and inservice opportunities, specifically in curriculum structure and behavior management. (CL)