Random sampling of 407 vocational teachers in secondary schools and community colleges in California was undertaken to determine their inservice training needs. Aspects examined were (1) discrepancy between present and desired level of knowledge or competence on 40 statements regarding instruction of mainstreamed special education students; (2) statistical significance of discrepancies; and (3) effects of sex, age group, training, experience, and assignment on discrepancies. Results revealed that teachers felt a particular need for information about the legal standards and state laws related to special education, and about information sources on careers, professional organizations, local assisting agencies, programs and services for the handicapped, and special education terminology. Teachers cited training needs in evaluating student performance, using performance scales, and developing individualized education programs. Ss felt less need for training in classroom acceptance, positive interaction with the handicapped, behavior observation, enhancement of positive self concepts among special education students, environmental modification, and instructional accommodation for architectural barriers. Significant demographic differences were noted, including that among the light areas of vocational education, health services and office training teachers had the highest mean differences between current and desired knowledge or competence; and distributive, agriculture, and technical areas had the lowest. (CL)