Many studies have investigated the adequacy of the preservice preparation of special education teachers but few studies have investigated the preparation of special education paraprofessionals. This study investigated one rural state that does not have an identified system of formal preservice training programs for special education paraprofessionals. Special education paraprofessionals in Maine were queried regarding their perceptions of (1) the adequacy of their training, (2) the effectiveness of their supervision, and (3) their current training needs in order for them to successfully meet their mandated role responsibilities to serve students with disabilities. Findings indicated that most respondents perceived that they were inadequately prepared for their duties and received minimal supervision. Findings also suggested that a very high level of consistency existed among the respondents with respect to their current most critical training needs. Findings further suggest that a major need exists for states and individual school districts (1) to develop and enforce competency based requirements for the employment of special education paraprofessionals, (2) to provide opportunities for quality professional development for these individuals, and (3) to ensure that special education teachers are adequately trained to fulfill their mandated supervisory responsibilities with respect to paraprofessionals. (Contains 7 tables and 1 figure.)