Inservice training (locally or state provided) is the primary means used to improve teachers' instruction employed in public school districts throughout the United States. Individual states are increasing inclusion efforts in the local schools. Various states have established state-initiated training programs to improve instruction for students with disabilities included in general education classrooms. This article presents a research project that examines these programs in detail and analyzes the components of each program in order to form recommendations for future inclusion inservice planners. The specific purposes of this project were to examine state-initiated, inservice training programs for inclusion in the following areas: (a) content; (b) procedures; and (c) implications of findings for administrators who develop inservice programs. A literature review was conducted to determine the content and procedures reported for inclusion inservice training. Based on a literature review on components of inservice training programs (Harriott, 1998), a checklist was designed to summarize procedures information from the materials provided by the state departments. The procedures checklist included space to record information in the following areas: (a) presenter; (b) training participants; (c) location; (d) presence/absence of follow-up; (e) delivery methods; (f) evaluation of outcomes; and (g) other unique features. Across the United States, important content areas for inclusion inservice training are collaboration, instructional adaptations and methods, behavior management, information on specific disability areas, and implementation barriers. Recommendations for inclusion training content and procedures are discussed. A list of implications for administrators to use in designing and implementing inservice training on inclusion is presented. (Contains 3 tables.)