How paraprofessionals in vocational education programs for the disadvantaged and handicapped are being selected, trained, paid, and utilized is the major focus of the study presented in this document. The need for paraprofessional help and the use of the paraprofessional's time in serving handicapped students is discussed first. Then the barriers which prohibit or limit the use of paraprofessionals are presented. Examples of inservice education programs for paraprofessionals in vocational education settings for handicapped and disadvantaged students are included. A discussion of the factors adding impetus to the increased use of paraprofessionals precedes the author's conclusions. Two major conclusions are stated: The paraprofessional is becoming an important member of the teaching staff and will be employed in even greater numbers in the years ahead; and both professionals and paraprofessionals must learn to work together. Finally, based on the finding that training for mainstreaming has been inadequate, the author outlines six features to be included in a new inservice training model designed on a team learning concept. Seven summary statements of the research findings conclude the report. (BM)