The purpose of this study was to identify the career ladder needs of paraprofessionals as required by both California State and Federal educational mandates. Findings, gathered by questionnaires returned by 594 aides in seven southern and central Californian counties, are discussed in terms of the following: (1) personal characteristics; (2) working situation; (3) job satisfaction and career goals; (4) resources and support for career development; (5) perceived skills held and needed to be effective in the classroom; (6) attitudes regarding unionization; and (7) aides' perceptions of the linguistic and academic needs of limited English proficient and underachieving students at their school sites. The findings related to three critical issues in the professional development of paraprofessionals are also described: (1) the level of congruency between aides' perceptions of the skills needed to teach effectively, the skills suggested by legal requirements, and aides' assessments of their own skills; (2) the discrepancy between the perceived impact of paraprofessionals on students' skills and their own skill level, and how districts are addressing the need for inservice training and career ladder support; and (3) the attitudes of paraprofessionals toward unionization. Recommendations are made relating to: professional skill development; support systems in career ladder programs; unionization of paraprofessionals; and aides employed in bilingual, migrant, and Title I programs. Appended are materials giving more details on characteristics of aides in bilingual, migrant and Title I programs, a copy of the questionnaire, and a list of variables. (RDN)