The study surveyed local education agencies in Minnesota concerning staff development needs for personnel serving handicapped children. Questionnaires were developed for direct service providers as well as for program administrators. Data provided information on characteristics of direct service personnel (including position type, licensing, and level of primary responsibility) and on their inservice training needs. Primary needs identified were design and implementation of educational programs, techniques of behavior management, and evaluation of student performance. Consistency was noted across groups and across regions in the state. Ratings are presented for teachers of the educable and trainable mentally retarded, learning disabled, emotionally disturbed, visually handicapped, hearing handicapped, physically disabled, speech impaired; regular class teachers; social workers; school psychologists; vocational education teachers; and related service personnel. Analysis of questionnaires completed by 271 administrators presented information on inservice needs according to position and region. Among those items rated highly by the total group were designing staff development programs, evaluating instructional programs, and supervising and evaluating special education personnel. Recommendations were made for renewed efforts at statewide cooperation and coordination among training institutions and for developing training based on regional needs. (CL) disabled, speech impaired; regular class teachers; social workers; school psychologists; vocational education teachers; and related service personnel.