The purpose of this qualitative collective case study was to explore current paraprofessional training programs offered to support paraprofessionals working with students with disabilities (SWDs), including both pre-service and in-service training. Specifically, this study evaluated training offered by local school districts within Southern California. Data sources included information collected through a preliminary participant survey and from semi-structured virtual videoconference interviews with the researcher and 12 special education administrators representing 12 school districts in Southern California. Interview topics covered were focused on current systematic policies and procedures related to paraprofessional training and development. Barriers, as well as ways to overcome perceived barriers, to the implementation of paraprofessional training for staff members before starting work with SWDs and during their employment with SWDs were investigated. The lens of analysis as an investigative tool for this study was Garrison et al.'s (2000) Practical Inquiry Model. Research questions were answered from participant and researcher construction of a dialogue to promote proposed solutions to problems identified to test and explore private and social exploration of the topic. Analysis of data sources obtained in this qualitative collective case provide answers to the research questions guiding this study regarding pre-service and in-service paraprofessional training, possible barriers to paraprofessional training, and components to include in paraprofessional training. Three themes emerged after three rounds of coding. The patterns of constructed meanings from the categories produced three themes: acknowledging and rating current pre-service and in-service training practices and district paraprofessional abilities--"Everyone can learn and grow in different ways"; identifying challenges, problems, and barriers impacting training for paraprofessionals; and describing solutions for problems by identifying components to be included in paraprofessional pre-service and in-service training future practices. The findings provided information on similar and differing systematic district policies and procedures related to paraprofessional development from onboarding and pre-service training to ongoing in-service trainings. Possible barriers to the implementation of paraprofessional training opportunities for staff members and their roles were also identified. Components of paraprofessional training practices and specific trainings were identified by participants to consider for the future, leading to recommendations for practice and further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]