Graduate students (N=72) and undergraduate seniors (N=84) enrolled in education courses were surveyed regarding their perceptions of future professional curricular needs. Comparisons between the two groups revealed a general consensus regarding practical curricular changes perceived to be necessary in professional preparation for teaching. Both groups believed that preservice teachers should begin their field experiences as early as the sophomore year. Graduates recommended emphasizing instruction in computer hardware and software use. Undergraduates felt that instructional technology presented in the freshman year would help students complete assignments in methodology courses. Graduates believed that computer literacy had already become an integral part of learning in the very early grades. Both groups concurred that interdisciplinary, team-taught classes in behavioral management, exceptionalities, and learning disorders would be more effective than conventional instruction as separate subjects. Graduates believed this should be combined with practical field experience. Both groups suggested that courses for elementary education majors should be less content oriented and be presented as broad field integrated studies emphasizing methodology and interrelationships and that, regarding multiculturalism and diversity, core curricular requirements in the social sciences should be less restrictive. Graduates with teaching experience believed that an awareness of principles and practices of school law would be useful. (SM)