The use of paraprofessionals in general education classrooms has been increasing due to inclusion of students with disabilities into least restrictive environments (LRE). Paraprofessionals are hired by schools to work with students with disabilities and assist them in special and general education classrooms. The Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) have guidelines for paraprofessionals in the classrooms and the training and experience recommended for these specific personnel. Failing to provide paraprofessionals with training has proven to negatively affect the quality of instruction and support for students. The current study compared paraprofessional and teacher perceptions regarding paraprofessionals' skills and knowledge and training experiences. Paraprofessionals and teachers reported average levels of both skills and knowledge for paraprofessionals working with special education students. Results from the paraprofessional and teacher surveys suggest training is being provided in multiple areas; however, there are still some areas in which paraprofessionals report a need for additional training (behavior management and disability specific). Paraprofessionals reported training experiences in different areas like child development, behavior management, and disability specific. Discussion centers on the importance of providing paraprofessionals with training and the impact of insufficient training on students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]