A self-administered questionnaire about practices and attitudes toward vocational special needs (VSN) students was distributed to a sample of 245 secondary industrial education (IE) teachers in seven central states (Colorado, Iowa, Kansas, Missouri, Nebraska, South Dakota, and Wyoming). Analysis of 135 returns (55 percent) found moderately positive attitudes. Analysis of variance procedures revealed that age, exposure to special needs students, education level, teaching experience, perceived adequacy of training, and involvement in developing Individualized Education Plans (IEPs) were not significant in determining attitudes. One-fourth of IE teachers reported involvement in the IEP process. Preservice and inservice training was perceived as inadequate; however, most teachers felt effective and successful with special needs students. Degree of perceived success was significant: educators who felt they were successful in teaching VSN students had more positive attitudes. IE teachers' practices and attitudes are consistent with comparable vocational education studies. Future training should target technical aspects of teaching VSN students instead of attempting to change attitudes. Future research should determine the effects of practices and attitudes on student achievement. (22 reference) (KC)