A study was conducted to determine the role of technology teacher education programs in preparing new and experienced teachers for teaching and managing programs for students at risk of dropping out of school. The first part of the study focused on the methods of data collection and preliminary findings. Data were gathered through a self-administered instrument designed to determine teachers' perceptions regarding students who may be at risk that was developed and disseminated to 522 technology teachers in 14 states with the highest high school dropout rates. Approximately 25 percent (133) of the instruments were returned. The questionnaire elicited demographic data about the teachers and asked them to identify from a list of 30 teaching strategies those strategies that they used regularly with students at risk and to rank the effectiveness of each strategy. The demographic data showed the average respondent to be a white male, 41-45 years of age, with advanced credit beyond a master's degree. Responses showed that all of the teaching strategies were used by 50 percent or more of the teachers on a regular basis and were also listed as effective strategies by 50 percent or more of the teachers. The study also found that: about 40 percent of the respondents felt that their students fell into a full range of variability of intelligence; most teachers thought that the students lacked motivation; and one-third thought the students lacked academic achievement. Teachers thought that there should be a common program but that teachers should be encouraged to deviate from the program to accommodate individual students. The teachers felt strongly that individualization was one of the best methods of reaching at-risk students. (Contains 14 references plus a bibliography of 37 items.) (KC)