Special education teachers were surveyed to determine the social and emotional goals they had for their students with identified disabilities who were educated in the general education classroom for at least 80% of the school day. Seventy special educators reported on the assessment techniques they used to identify students' social and emotional needs, common intervention strategies, and tools utilized to monitor student progress toward achieving these goals. Teachers' perceptions of the adequacy of their preservice and inservice preparation to address students' social and emotional needs were also obtained. Implications for practice and directions for future research in this area are discussed.