Paraeducators have been an intricate part of education since the 1950’s, but recent trends and legislations have increased the need for qualified and trained paraeducators. As the trend has continued and the advent of inclusion, the need for well trained paraeducators have become a necessity. In order to meet these expectations, and to provide the necessary supports for students with disabilities, paraeducator training must improve. In order to meet the mandated training requirements, school districts must provide adequate training to paraeducators. Collaborative teaching methods, behavior and classroom management, pre-service, in-service, professional development, and paraeducator training programs are some of the vehicles for paraeducators to receive that training. The success of any program depends on the attitudes of the ones who are the recipients. The attitudes of the urban paraeducators in this study were examined by using surveys and follow up interviews. Training needs were examined by surveying 47 paraeducators in an urban mid-atlantic school district through a researcher-developed web based survey and follow up interview. All of the participants were present or past members of a paraeducator training program at a local university. All of their responses were quantitatively and qualitatively analyzed. Responses to survey and interview questions indicate concerns that need to be addressed regarding classroom and behavior management training, meaningful professional development training, better collaboration between teachers and paraeducators, inexpensive formal training for licensure requirements, and adequate inclass service delivery training for the classroom. A majority of the participants concur that they are receiving some form of training from the school district, but most also agree that the training is not meaningful and job related. The preponderance of paraeducators agreed that the paraeducator training program at the university was the best source for receiving the most effective training. Finally, unlicensed paraeducators reported that the university and school system sponsored program was the best source for receiving valuable day to day training, and training necessary to receive the course work to be certified paraeducators. The results of this study may not be generalizable to all paraeducators, but the study itself is replicable in respect to practice and future research. The findings are also discussed with regard for future research.