Examined with 59 inservice teachers was the ability to learn to identify and manage children with learning difficulties through participation in a training program using the module "A Decision-Making Model for Teaching the Handicapped", the transfer of knowledge obtained from the training program to the teacher's classroom behavior, and the extent of inservice support needed for maximal comprehension and implementation of the model. Groups of Ss viewed the module only, received a weekly self-monitoring checklist in addition to the module, interacted with a consultant in addition to reviewing the module, or viewed another module. Comprehension and implementation were evaluated, and analysis of the data indicated that Ss viewing the module evidenced significantly greater comprehension and implementation of the decision-making process than controls, and both forms of followup increased the levels of comprehension and implementation significantly, with no differences between the types of followup used. (Approximately half of the document consists of such appended materials as a flow chart of the decision-making model, the self-monitoring weekly checklist, summary of consultant activities, interpretation of measurement data, and statistical tables.) (IM)