This paper examines issues in the education of students with emotional or behavioral disorders (EBD), especially those issues that impinge upon teachers or which teachers directly affect. The paper cites many findings from a report by Jane Knitzer and others titled "At the Schoolhouse Door," which is critical of much educational practice in the EBD field. The paper describes qualifications of teachers of children and adolescents with EBD. It criticizes the "curriculum of control" that exists in many schools and that emphasizes controlling behaviors rather than focusing on academics. Research is cited showing that the emphasis on control tends to generate the very behaviors that EBD placement is designed to ameliorate. Examples of stimulating, effective classrooms are also cited. The paper notes problems with teacher burnout in the EBD field and describes the content of EBD teacher preparation programs. A debate is summarized on the relative importance of university training versus personal qualities in the making of a master teacher. Teacher training programs should offer student teachers the opportunity to develop and practice the same social skills they will be expected to develop in students in EBD classes. The need for continuing professional development support for teachers is also addressed. (28 references) (JDD)