This report documents the status of professional development and training for school personnel who work with students with disabilities in Alberta (Canada). A comprehensive review of postsecondary programs and courses was undertaken to determine required and optional courses containing special education content. Advocacy groups/associations were contacted to determine inservice planned for their membership. Among findings concerning programs and courses at Alberta universities and colleges were the following: most university students trained to teach in regular classes have little or no preparation in special education; university courses that have special education content do not emphasize integration practices for the regular classroom teacher; and college students in the rehabilitation services or teacher assistant programs receive more special education content than do most practicing classroom teachers. Other findings indicated that few associations/advocacy groups provide regular professional development for their members and the public; that there is a need for more and ongoing training for paraprofessionals; that practicing teachers prefer the workshop format for professional development; and that high priority topics for professional development are teaching strategies and integration of exceptional students into regular programs. Appendices provide descriptions of special education courses at 16 Alberta colleges as well as the sample survey instrument. (DB)