This project, implemented collaboratively between a research/teaching university and a midwestern special education cooperative, gathered data from 517 regular education teachers regarding self-evaluation of skills for teaching students with disabilities, satisfaction with existing special education services, and attitudes toward an "inclusive" model of special education service delivery. Results revealed significant differences in teachers' perceptions of their skill level for serving regular versus special education students. The majority of respondents were pleased with in-service education sessions and other professional development options available. Feelings were generally positive regarding existing collaboration between regular and special educators and regarding social acceptance of students with disabilities by nondisabled students. Approximately two-thirds of respondents indicated that existing special services were effective overall. Teachers strongly felt that traditional service delivery options should be available in addition to inclusion, and that placement decisions should be made on an individual basis. The majority felt that inclusion was being "forced" on them. Fifty percent of respondents stated that they were personally supportive of inclusion, and 37 percent said they were not. Teachers felt that improved services would result from smaller class size, more time for collaboration between regular and special educators, modifying assignments and tests for students with disabilities, and building principal support for inclusion. (JDD)