This paper uses a qualitative case study approach to discuss the training of special education teachers in mathematics instruction. The case focuses on a remedial mathematics intervention based on social competence theory with an adolescent with cerebral palsy. Two student teachers attempted to encourage mathematics instruction which focused on the real life needs of the individual student. This report is organized around the group discussion by the teachers in training, which addressed: behavioristic and psychodynamic patterns of human conduct; the aims of mathematics education; appropriate mathematical content for the student with disabilities; necessary special education teacher preparation; constructivist goals for mathematics in teacher education; and a cognitive clinical approach for mathematics in special education. The paper concludes that mathematics studies for the special education student teacher should include: (1) mathematical knowledge; (2) literature on mathematical learning of students with special needs; (3) discussion of old and new beliefs about mathematics learning; (4) observation of students having mathematical difficulties; (5) construction of a remedial program for a special needs student; and (6) record keeping. (Contains 45 references.) (DB)