This report presents the results of a recent survey of teacher preparation courses in Queensland, Australia, an analysis of the literature on course content, and recommendations. Recommendations address course content, the nature of practical training experiences, the need for institutions of higher education to reconceptualize teacher preparation courses to meet changes in the school population, and the length of teacher preparation programs. Among conclusions of the survey are that, currently, 3-year teacher preparation courses provide a general orientation to school and child development and place heavy reliance on field experiences but provide relatively little information about pedagogical responses to learners with special educational needs. Among the nine major recommendations are: (1) that higher education institutions incorporate principles and practices for teaching children with special needs into general education studies; (2) that staff with academic qualifications and expertise in special education be members of teaching teams; (3) that higher education institutions require units of study to prepare teachers to support pupils with special needs; (4) that higher education institutions ensure that graduating teachers demonstrate a range of teaching competencies; and (5) that the 3-year undergraduate course be extended by one year and the 1-year graduate course by one semester. (DB)