This paper discusses the findings of a study that examined the perceptions of 270 elementary school principals about a new Alabama certification model which abolishes categorical certification areas in special education and creates a generic "Collaborative Teacher" certification. Results indicate the most frequent special education delivery model continues to be the traditional resource room, with 69.9 percent of schools using this model. An inclusion model with collaboration and co-teaching is utilized in 28.5 percent of the schools. The mainstreaming approach, in conjunction with self-contained special education classes, is used in 43.3 percent of the schools, and 17.7 percent of the schools serve student with special needs in the regular classroom full-time. Seventy percent of respondents believe the new certification will lead to more special needs students being served in regular class settings. Finally, 82 percent of the participants believe they have not been provided with adequate information or training regarding the nature and use of teachers with this new certification. Almost all respondents stated that regular education teachers in their schools should receive inservice training on how to work effectively with teachers who have the Collaborative Teacher certification. The questionnaire used for the survey is attached. (CR)