While the majority of preschool classrooms have at least one child with a disability, teachers often have little or no training in educating and caring for these children. A survey of those overseeing early childhood teacher preparation programs reveals that even though early intervention and special education is part of many programs' missions, coursework and training often fall short. This report summarizes the important findings of the survey, and its recommendations concerning teacher preparation practices. [This FPG Snapshot was produced by the FPG Child Development Institute at the University of North Carolina, Chapel Hill.]