The free appropriate public education (FAPE) of handicapped learners in the least restrictive environment as well as the Regular Education Initiative (REI) have resulted in many states requiring introductory level special education coursework for all preservice teacher education. This study was conducted to determine if minimally required coursework in special education had any significant effect upon the attitudes and instructional competency of preservice teachers to provide for handicapped learners in regular education settings. A pre- and post-test instrument was administered to preservice teachers (N=186) to measure 22 attitudinal responses and 14 instructional competencies. State (Nebraska) mandated coursework in special education served as the independent variable. Findings indicated significant differences in attitudes and instructional competencies after one required special education course. However, results also indicated that state mandated special education coursework may not be sufficient preparation for regular education personnel to teach handicapped learners. Seven statistical tables and Nebraska Special Education Certification Requirements are appended. (Author/LL)