This study investigated relationships between willingness to teach and selected variables including personal, familial, school, and social factors among teachers of the mentally retarded in Taiwan. Participants included 527 elementary and junior high school teachers of the mentally retarded. Personal factors statistically correlated with teaching willingness included personal choice of special class teaching, religious beliefs, aptitude for special class teaching, present health condition, present teaching environment, and prior experience with the handicapped. Family support was also associated with teaching willingness, as were school support, colleague relations, students' feedback, autonomy in curriculum planning, and special class environment. (PB)