The purpose of this quantitative study was to determine how rehabilitation counselor educators perceived identified disability management tasks in relation to importance to the field of rehabilitation counseling, their own proficiency to teach as well as student preparedness. This study also looked at whether importance, proficiency and preparedness differed across three disability management domains according to participant demographics. Originally, 697 individuals with the rank of assistant, associate, professor, adjunct instructor or instructor rank as members of the National Council on Rehabilitation Education (NCRE) or faculty of NCRE member institutions were identified as potential participants. Of the initial 697 individual email invitation sent to potential participants, 101 were returned as invalid or undeliverable email addresses. An additional 16 declined to participate as they were not involved in the field of rehabilitation counseling and 16 opted out of the survey (no reason given). Of the total 564 potential participants, 89 responded. Of those 89 15 were deemed not valid due to participants not completing any further questions past the first. In the end a total of 67 surveys were deemed usable, for a response rate of 12%. Empirical data was gathered using a modified web based version of the Certification of Disability Management Specialists Commission Role and Function Study. Quantitative data was obtained for three Likert-type scales, importance, proficiency and preparedness, for each of the 26 disability management tasks. These tasks were part of the three disability management domains, domain I (disability case management), domain II (disability prevention and workplace intervention) and domain III (program development, management and evaluation). Overall survey participants ranked all 26 items as important to the field of rehabilitation counseling, ranked themselves as proficient to teach 22 of the 26 tasks and identified students as prepared on only 6 of the 26 tasks. Significant demographic differences were identified on a few of the characteristics across some, or all, of the domains. A high correlation was found between an educators perceived importance of a task (or domain) and their perceived proficiency to teach. Implications for rehabilitation counselor practice, education and future research are discussed. [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.]