Designed to improve inservice teacher training, this report surveys the kinds of inservice activities needed by social studies teachers in Indiana during 1975. Nearly 40 percent of the state's social studies teachers responded to the questionnaire which focused on how inservice activities should be designed, when they should be held, and what the content or substance should be. The results indicate that regional meetings and self-initiated teacher training kits were the most popular form of inservice training. Release time during the school day was the most popular time period. Classroom techniques, content/materials/current curriculum, and alternative classroom approaches were the most popular subjects for training. Within the category of classroom techniques, student reading problems, exploring controversial issues, and inquiry techniques were deemed most necessary by the social studies teachers. Current problems and issues were the most popular areas in the subject-content category while phase elective minicourses, independent study, and individualized learning packets were three alternative approaches about which most teachers wanted to know more. Regional differences and grade-level differences in the needs assessment results are also included. (Author/DE)