Interviews were conducted with 25 experienced itinerant teachers to determine which content and experiences should be included in preparation programs for preservice itinerant teachers of students who are deaf or hard of hearing. Results indicate that changes in course work (e.g., the law and the Individualized Education Program (IEP) process) and practica (e.g., field experience in itinerant teaching) are necessary to best prepare these teachers. (Contains references.) (Author/DB)