This study examined the involvement of special education teachers with school-linked services (SLS) programs at their California schools. Telephone interviews were conducted with 25 resource and 8 special day teachers at 33 Healthy Start elementary schools, as well as from focus groups conducted with special education teachers at 2 case-study Healthy Start elementary schools. Findings indicated that teachers were aware of available services and referred students and their families to the programs. They knew the SLS program staff and many had used SLS staff expertise. Teachers who had been at their schools longer had forged stronger linkages with the school's SLS program. Special day classroom teachers reported a stronger relationship with their SLS program than did resource teachers. Special day teachers were more likely to refer students and their families to the program and include SLS staff in Individualized Education Program (IEP) meetings. Overall, special education teachers felt that the barriers to using the SLS program for students with disabilities were the same as those experienced by all students. Negative findings included the infrequent involvement of SLS staff in IEP meetings, lack of feedback to teachers after referral to an SLS program, and lack of availability of some needed services. Results are summarized by the six specific questions that guided the research. (DB)