A master's level program was developed by the University of South Dakota to train teachers to serve children with disabilities within the general school environment. Twenty-six leaders in special education and regular education, all practicing teachers, were selected to participate in the project and to serve as a core group in the statewide transition to a collaborative/consultative model of service delivery for children with severe disabilities. Coursework was delivered over a 3-year period with the third year focusing on an internship experience. Program delivery included on-campus classes during summer sessions, off-campus classes at three sites, one telecourse, and use of the new South Dakota Rural Development Telecommunications Network at eight sites. Following their coursework, students completed a self-evaluation of 15 competencies identified as preparing teachers to work with disabled children and to use collaboration skills to facilitate inclusion of disabled students into the regular environment. An exit interview provided a culminating reflective activity for the internship and covered knowledge of special education and interventions; collaboration/consultation skills; the impact of the practicum on regular education; awareness of complexity of the team approach; evidence of professionalism in organizing and planning activities for students, parents, teachers, and paraprofessionals; and evidence of leadership and teamwork capabilities and communication skills. Exit interviews incorporated a presentation by the student, a formal question and answer session, a closed session for evaluators to discuss their observations, followed by an open feedback session with the student. Includes lists of required competencies and internship requirements. (LP)