The purpose of this study was to examine contents what special needs education coordinators support regular class teachers. The questionnaire survey was conducted by mailing method. The subjects were 102 special needs education coordinators and 306 regular class teachers in elementary schools. The results were as follows: (1) Contents of support were "connect", "address", "listen", "advise", "supply" and "help". (2) "Connect" was indirect support and the others were direct supports. In direct supports, "address" and "listen" were emotional supports and "advise", "supply" and "help" were instrumental supports. (3) Contents of support that Ministry of Education, Culture, Sports, Science and Technology announced were widely recognized and conducted. (4) A gap in awareness regarding contents of support between special needs education coordinators and regular class teachers was little. (5) Some contents of support were not completely conducted by problems that special needs education coordinators were busy and their competences were not enough. (6) Both special needs education coordinators and regular class teachers felt that emotional supports were important.