This report discusses the outcomes of a review of the Wyoming Department of Education's Comprehensive System of Personnel Development (CSPD) in meeting the professional development needs of special education. There were two phases of the 1997-1998 CSPD needs assessment process. Phase One consisted of telephone interviews with both regular (n=26) and special education (n=43) teachers. During Phase Two, information was obtained from directors of special education during five focus groups and a sixth focus group with preschool directors and others involved in providing services to preschool children. Findings indicate: (1) there is an increase in the number of students in special education and a higher proportion of students demonstrating attention, emotional, and behavioral types of disorders; (2) teachers want training which is focused, practical, and hands-on; (3) teachers appear to be receptive to expertise provided from fellow teachers and others who have actually been in the classroom; (4) teachers find ongoing, informal types of professional development activities to be the most useful; (5) teachers feel particularly unprepared to cope with children with emotional and behavior disorders; (6) boundaries between professional development for special education personnel and professional development provided for regular educators need to be eradicated. Appendices include interview protocols. (CR)