A trend toward more specialization among educators is discussed. It is noted that this is understandable from many viewpoints. Teachers, reacting to a tighter job market in their profession, feel that specializing in certain areas--remedial reading or dealing with the handicapped for example--will get them jobs in governmentally funded programs. Also, specialization enhances professional status and personal sense of power. Many schools currently use differentiated staffs with specialists occupying a dominant role. The drive for mainstreaming has increased this tendency. The dangers implicit in this situation are discussed, not only from the point of view that tension is created between specialists and regular teachers, but that generalist education may be endangered from this trend. (JD)