The report summarizes a needs assessment in the area of inservice training for teachers of behaviorally impaired students in Nebraska. Procedures for conducting the needs assessment are described in terms of three functions: planning (involving collaboration of a number of agencies), data collection (a Professional Development Needs Survey was designed and administered to classroom and resource teachers), and data analysis. Section one of the survey addressed content or skill areas that may be considered as topics for inservice efforts. Ss ranked curriculum content/materials in social skills/affective education as the top priority. Ss were also asked to indicate the amount of assistance they preferred and other persons they felt might benefit from inservice on that topic. In the second section, Ss ranked possible formats in terms of desirability and effectiveness (top choices for both questions were "hands on" experiences, salary credit, and college credit). In the final section, Ss revealed demographic data as well as information about inservice presentations, professional growth, support, and sources of frustrations. The study concludes with a list of recommendations for content priorities, amount of assistance, audience, and format. (CL)