The study examines the extent to which elementary education teacher preparation programs in 36 randomly selected colleges and universities in the six Southeast Region states integrate content related to students with disabilities. Findings indicate that a variety of strategies are utilized to integrate disability content into teacher preparation programs, including: (1) Pursuing a program mission with disability-focused priorities; (2) Requiring disability-focused courses; (3) Embedding disability content in other required courses; (4) Incorporating disability content into field experiences; (5) Aligning mission and coursework requirements; (6) Sharing course experiences between general and special education; and (7) Practicing collaborative program design. Most programs require one disability-focused course, two-thirds incorporate fieldwork related to students with disabilities, and more than half incorporate disability content into their mission statements. The report seeks to inform the discussions of state policymakers and teacher preparation leaders as they work to improve teacher quality through better teacher preparation, offering 3 key points for consideration: (1) Disability content is integrated in teacher preparation programs through various approaches and to varying degrees in the Southeast Region; (2) In both mission statements and core courses disability is frequently associated with diversity; and (3) Small teacher preparation programs face particular challenges in integrating disability content. [For full report, see ED503464.]