The purpose of this study was to investigate teacher training, teacher participation and teacher understanding of the relationship between student support team functions and special education services. One hundred and twenty-three regular education teachers responded to a brief questionnaire concerning student support team activities. Teachers also responded to items regarding team formation, compensation, and administrative and parental participation on teams. Findings suggested that the majority of teachers received training on the purpose and function of student support teams. However, training occurred after teachers were selected to serve on teams. Results also indicated that teachers were actively involved in the student support team process particularly when they themselves referred a child. Additionally, findings indicated that the majority of teachers did not consider referral to student support team as a direct pipeline to evaluation for special education services. Findings also indicated that the vast majority of teachers are appointed to the team and that teachers are not compensated for services. (Contains 4 tables.)