The current professional development needs (identification and remediation) of vocational teachers who teach handicapped children were studied. Data collection and analysis were used to answer three questions regarding (1) positive change in vocational teachers' attitudes toward disabled persons when their needs are assessed and provided for in staff development sessions, (2) clustering of vocational teachers' needs around certain issues, and (3) staff development sessions requested by vocational teachers to prepare them to teach handicapped children. Three relationships were investigated: teacher attitudes and training effects, needs-assessment-driven inservice sessions and teacher satisfaction, and teacher attitudes and training suited to perceived needs. Results indicated that teacher attitudes changed after inservice sessions, but not to a large degree. The average increase was five points on the Attitude toward Disabled Persons Scale. Needs-assessment-driven inservice was satisfying to teachers and perceived training needs were related to teacher attitudes, but again in a less than robust fashion. The priority needs areas of vocational teachers were for more pupil information and pertinent didactic materials and strategies delivered by resource personnel in person and/or delivered through courses, seminars, workshops, or school visitations. (YLB)