Paraeducators need appropriate supervision and supports from teachers to be effective in their roles contributing to the inclusion and instruction of students with disabilities. However, previous research has demonstrated that teachers are unprepared for their supervisory role and report a lack of meaningful coursework and other learning experiences related to paraeducator supervision in teacher preparation programs they attended. Therefore, to gain insight into current practices in institutions of higher education (IHEs) as they relate to preparing pre‐service special education teachers to work effectively with paraeducators, the authors conducted a national online mixed‐methods survey of teacher educators. The majority of respondents found pre‐service teacher training on paraeducators to be important, but over a third reported that no coursework is allocated for this topic, and the majority shared that pre‐service teachers do not complete any project or assignment related to supervising paraeducators during their preparation program. Several barriers to effectively training pre‐service teachers to support and supervise paraeducators were identified (e.g., time, priority, clarity in the standards, and resources), as well as suggestions for improving preparation programs (e.g., improved coursework, more opportunities within practicum experiences working with paraeducators, and specifying specific content to cover through the standards) are shared. The importance of exposing pre‐service teachers to content specific to managing paraeducators and the need for further clarification of competencies pre‐service teachers need relative to paraeducators is discussed, as well as directions for future research are also offered.