Group discussion on emerging trends in special education and implications for training personnel resulted in policy recommendations on leadership training for teacher educators. The group felt that the education of special educators and general educators, from undergraduate to doctoral levels, has evolved from different origins and proceeded in different directions. It is imperative that the isolation of the two fields from each other be reduced. Suggestions are offered for teacher education and leadership preparation, both in special education and general education. These include: cooperative instruction and responsibility throughout students' programs; screening of applicants to leadership training programs to determine their ability to work cooperatively with related disciplines; and requiring that applicants to leadership training programs have substantial classroom teaching experience. There are several barriers and obstacles to attaining interdisciplinary skills, knowledge, and attitudes. Barriers include the lack of availability of appropriate mentors and role models in higher education and public education; and the length and expense of a preparation program requiring extensive interaction with peers, mentors, and public school personnel. Recommendations for changing the nature of federal funding for leadership training programs are delineated. (JDD)