Preparation of special educators in Poland is discussed in the context of the history of Polish education, the development of special education in Poland, and demographic and cultural factors. Currently, there are more than 250 special schools for the mentally retarded, as well as a considerable number of special classes within public schools. Various levels of interaction provided for exceptional students within the mainstream include cooperative programs between regular and special schools, and selected activities in regular schools for children from special schools. Until 1973, common practice has been to admit only experienced elementary teachers to the study of special education. Current guidelines recommend that a student in special education should first acquire experience in teaching nonhandicapped children. University preservice and inservice programs provide preparation in the following areas: blind, visually handicapped, deaf, hearing impaired, mentally retarded, severely handicapped, and socially maladjusted. Polish educational psychologists have recently stressed the importance of including psychological foundations in special education teacher training. (JW)