The report presents findings from a study of factors influencing the training offered in special education preservice teacher training programs. In-depth, focused interviews solicited information on 11 areas: descriptions of departments, students, and faculty; training priorities, department priorities, interaction with State Departments of Education, federal priorities, local education agencies, opinions of the child deficit model, opinions of separation between special and regular education, and difficulties in the field. Results are summarized for each topic area. Conclusions included that there was surprisingly little variability in terms of perceptions and responses of faculty across states and across institutions with similar size and characteristics; that students were predominately white and female; that almost all departments had experienced recent drops in enrollment; that there was little variability across institutions in terms of training program content, which emphasized working with parents and regular educators and developing assessment skills; that faculty did not view their programs as influenced by changes in federal priorities; and that there was not much evidence of collaboration between local education agencies and departments of special education. The two interview questonnaires used in the study are appended. (CL)