To identify content and format priorities for special education inservice training, 243 elementary classroom teachers in 21 schools with learning handicapped (LH) programs were surveyed. A questionnaire was developed to elicit responses to 22 topics and 21 methods of inservice training, with category selection based on a Likert-type one to four point scale. Teachers ranked as highest content priorities the need for information on: (1) legislation regarding the education of handicapped children, (2) working with behavioral and emotional problems of LD students, and (3) educational goals for the students. The top priority preferences for format were: (1) impromptu discussions with resource specialist, (2) workshop on the minimum day, (3) resource specialist demonstrations of materials or techniques in class, and (4) resource specialist demonstrations in school. Findings confirmed results of previous studies with regard to two major findings: (1) the best way to assess staff needs is by surveying the staff, and (2) the best time for inservice activities is during school hours. Among seven recommendations is that special education inservice training for regular elementary teachers should be provided by resource specialists. (MC)