The paper raises issues identified by a study of the content and context of the education provided 568 deaf-blind children and 1,123 students with other disabilities by 124 teachers across the country. Results of the questionnaire indicated that 75% of teachers were serving students in addition to the deaf-blind; that only 5% of the students were reported to have only one disability; that 56% of teachers had a degree above the baccalaureate; that 12% of teachers were certified in deaf-blind education with 31% certified in general special education or mental retardation. Seventy percent of teachers had less than 10 years of experience with the modal amount of experience as 3 years. Repetition was the preferred teaching approach with approaches stressing language or sensory modes never selected as preferred. Eighty-six percent of teachers termed their communication skills as "adequate" but the primary communication mode reported was gestures with voice alone used by 65% of teachers. Results suggested that deaf-blind students are being subsumed in classrooms for students termed "multihandicapped" with teachers who are relatively young and seeking additional certification. Preferred teaching approaches and methods of communication are at variance with what the literature recommends. (DB)