This article represents an effort to examine the content of special education teacher-training programs in relationship to the changing role and function of special educators. This investigation involved a national survey of special education undergraduate and graduate programs on the relative amount of emphasis placed on (a) preschool, primary, adolescent, and adult populations and (b) 11 content areas. While the data reveal no significant differences with regard to the four pupil populations, rankings for the 11 content areas were significantly different across university educational levels (i.e,, undergraduate and graduate programs). Implications for training special education personnel are discussed.