A 3-year training project for cooperating teachers in special education is analyzed. Primary project objectives are to: (1) develop general competency statements concerning the function of cooperating teachers; (2) develop ways of delineating roles and expectations for student teachers, cooperating teachers, and college/university supervisors; (3) train teachers to identify, write, and utilize behavioral objectives; (4) train teachers to observe and record selected teaching behaviors; (5) train teachers to use particular instructional rating inventories; and (6) provide systematic feedback to student teachers. Project objectives are reported to have been pursued at the public school sites of the 50 participating teachers. It is explained that 44 cooperating teacher competencies were isolated by means of two surveys. Summary evaluation results are said to suggest that project goals have been achieved to a considerable extent. Recommendations are presented on the need to refine the pool of competency statements for training purposes, the importance of the cooperating teacher's role in the competency-based teacher education movement, and the possibilities for using the training program for cooperating teachers in general education. (GW)