This dissertation summary discusses a study to determine the instructional competencies required by teachers of mainstreaming educational programs for handicapped secondary students. It also sought to establish the preferred staff development strategies and to identify the appropriate educators to conduct the retraining activities. Questionnaires were sent to 26 administrators and 81 teachers at Phoenix Union High School, Arizona, with an 88 percent return rate. Results showed that competencies in program planning, evaluation, counseling considerations, and facilitating learning were rated significantly higher than diagnosing pupil needs. In addition, administrators and teachers indicated first, that team members and consultants with handicapped student expertise were preferred to conduct competency training sessions and staff development strategies of workshops, and, second, that a combination of approaches, and inservice courses were preferred. (Author/LD)