Recent federal and state legislation and litigation has changed the information needs for special education pupil planning by implementing multi-sourced evaluation and inter-disciplinary planning teams. These changes have resulted in an increase in the range of information which must be collected for making placement and programing decisions as well as an increase in the number of school personnel who must review the data. Central questions of the present study were: (1) what types of information were judged helpful, and (2) to what extent was information distributed to planning team members? Results indicated that systematic differences occur in the extent to which information types are rated helpful in making programing decisions, and appraisal personnel have more information types available than instructional or administrative planning team members. Implications of these results for future research into the information needs of pupil planning teams are discussed. (Author/MV)