This study investigated and identified factors which influenced the ability of teacher education institutions to change their progams to increase the amount of study of special needs of all pupils. Institutional representatives from each of five program areas--early childhood, junior high/middle school, secondary, and special education--elementary, at 107 institutions responded to a survey regarding their programs' response to the mandate for mainstreaming. Respondents rated nine variables on the curricular decisions made in response to the mandate and commented on curricular change brought about as a consequence of the mandate. Findings indicated that the institutional administrator must be in support of the change if it is to occur successfully. An obvious area of support was financial. Faculty "ownership" will motivate faculty members to participate actively in program change. (CB)