California special education teachers (N=1,282) responded to a survey concerning the distribution of, and support for, students receiving special education services who engage in severe problem behaviors in school settings. The survey included questions about the status and experience of the teacher as well as the specific areas of support used in the classroom and student placement classification. Tables and text detail responses concerning: (1) information about the teachers; (2) numbers of students with severe challenging behaviors; (3) classroom structure and support available to teachers with students having severe behavior problems; (4) adequacy of resources and procedures; (5) effectiveness of technologies and resources; (6) teacher satisfaction with preservice training; (7) record keeping of occurrences of severe behavior problems; (8) evaluation of the effectiveness of strategies used; (9) functional analyses; (10) recommendations for enrollment in more restrictive educational programs; (11) allocation of additional resources; (12) use and effectiveness of antecedent and consequent behavioral interventions; and (13) teacher recommendations for improving support for students with severe challenging behaviors. The most common recommendations were for inservice workshops, consultant support, and work with family and others involved with the student. (DB)