A program training model used at the University of Nebraska-Lincoln to prepare special education graduate and undergraduate students to work with paraprofessionals is described. Topics addressed include the following: (1) improvement of instruction and services to handicapped students through use of paraprofessionals; (2) significant role of paraprofessionals in delivery of instructional activities; (3) role of the special educator as instructional manager; (4) need for adequate preservice, inservice, and on-the-job training for paraprofessionals; (5) planning and evaluation of paraprofessional performance; (6) responsibility of the teacher for instructional outcomes; (7) need for preservice and inservice teacher training to help teachers use paraprofessionals effectively; (8) role of the teacher in contributing to policies concerning paraprofessionals; (9) need for within-school programs and policies to allow for regular and systematic communication with and supervision of paraprofessionals; (10) individual school policies regarding deployment of paraprofessionals. Undergraduate and graduate teacher training competencies for working with paraprofessionals are outlined, as well as the program's training methodology, practicum activities, supportive instructional materials, and evaluation of student performance. (JW)