A questionnaire solicited information from Kentucky-trained teachers serving in Kentucky on how relevant their teacher training was to their present situation. A 13-item questionnaire received responses from 77 teachers. Questions focused on: (1) the most beneficial and most inadequate aspects of Kentucky's teacher education programs; (2) the most prevalent academic, social, and task-related problems exhibited by Kentucky school pupils; (3) verified successful instructional and management methods and materials; and (4) important skills and coursework for practitioners. Over 80 percent of the practitioners checked student teaching and practical field experiences as the most beneficial aspects of their undergraduate program. Over 50 percent identified listening skills, written expression, study skills, and reading as prevalent academic problems of students. Classroom behavior and management skills were identified as most needed and desirable skills for teachers. Response to inquiries on teacher education courses, content, and curriculum design tended to reflect trends in teacher education, with older teachers differing from younger teachers on course content and curriculum emphasis. (JD)