The study compared the effects of on-going versus short-term training on attitudes, knowledge, and practice of two groups of 40 early childhood teachers. A review of the literature suggested the superiority of the on-going training approach. It was hypothesized that preschool teachers receiving on-going training would have more positive attitudes about mainstreaming, and more knowledge of the law (specifically, P.L. 94-142, the Education For All Handicapped Children Act), and would demonstrate more frequent use of appropriate teaching behaviors than preschool teachers receiving short term training. Half of the preschool teachers worked with Head Start where they received on-going training and half in day care programs where they received short-term workshop training. Results indicated that the on-going training group had more positive attitudes, a greater knowledge of the law, and more positive teaching behaviors. (DB)