THE OBJECTIVES OF THE STUDY WERE TO INVESTIGATE THE UTILIZATION OF SPECIAL TEACHERS, THEIR QUALIFICATIONS AND EFFECTIVENESS, THEIR PROFESSIONAL TIME DISTRIBUTION, AND THE INSTRUCTIONAL PROGRAM. GEORGIA HAS HAD SPECIAL TEACHERS FOR YOUNG AND ADULT FARMER CLASSES SINCE 1951 WHEN A TEACHER-ALLOTMENT SYSTEM MADE THESE CLASSES DIFFICULT TO OFFER WITH REGULAR PERSONNEL. DATA WERE COLLECTED IN A SERIES OF CONFERENCES WITH SUPERINTENDENTS, PRINCIPALS, REGULAR TEACHERS, 13 OF THE 21 SPECIAL TEACHERS, AND FARMERS ENROLLED IN THE PROGRAM. THE 29 OBSERVATIONS AND RECOMMENDATIONS INCLUDED--(1) THE SPECIAL TEACHER WAS MEETING AN EXISTING NEED, (2) REGULAR TEACHERS WERE FULLY ENGAGED, (3) FACILITIES WERE ADEQUATE, AND (4) THE SPECIAL TEACHERS WERE QUALIFIED FOR THEIR POSITION, BUT MIGHT ENLARGE ADULT ENROLLMENTS AND DISTRIBUTE THEIR TIME MORE EFFECTIVELY. IT WAS RECOMMENDED THAT CRITERIA BE DEVELOPED FOR DETERMINING COMMUNITY NEED FOR A SPECIAL TEACHER, THAT TEACHERS BE PLACED ACCORDING TO A SCHOOL'S DEGREE OF NEED, AND THAT SUCH TEACHERS BE RESPONSIBLE ONLY FOR YOUNG AND ADULT FARMER EDUCATION. (JM)