The amendments to the Individuals with Disabilities Education Act (IDEA) require states address the training needs of in-service and pre-service personnel for developing and implementing positive intervention strategies (Gable, Quinn, Rutherford, & Howell, 1998; Shelladay & Stichter, 1999; The Center for Effective Collaboration and Practice, 1998). However, there are few published studies of the professional development needs of people working in public school settings. In this study, we conducted a regional survey of special and general educators, administrators, and support personnel to elicit their own professional development needs as well as their colleagues' needs in a variety of areas related to special education. The results suggest that (a) the school personnel have a strong training need in developing interventions for problem behaviors and functional behavior assessments; (b) there were some differences in the priority areas for professional development among the administrators, support staff, and teachers; and (c) there were differences between special and general education teacher's rankings of their professional development needs and the format for professional development. The implications of these findings for pre-and in-service training for teachers and other educators are discussed. (Contains 4 tables.)