THROUGH A RECENT QUESTIONNAIRE SURVEY OF ALL IOWA TEACHERS ASSIGNED AT LEAST ONE ENGLISH CLASS IN GRADES 9-12, COMPREHENSIVE INFORMATION WAS COLLECTED ON TEACHER TRAINING, ASSIGNMENTS, AND ATTITUDES. RESULTS SHOWED THAT APPROXIMATELY TWO-THIRDS OF THE SECONDARY ENGLISH TEACHERS WERE WOMEN, THAT ALL TEACHERS HAD BACHELOR'S DEGREES, AND THAT 60 PERCENT HAD MAJORED IN ENGLISH 22 PERCENT IN RELATED FIELDS, AND 18 PERCENT IN UNRELATED AREAS. APPROXIMATELY HALF OF THE TEACHERS OF ENGLISH HAD MULTIPLE ASSIGNMENTS, WHEREAS THE REMAINDER TAUGHT ONLY ONE GRADE LEVEL OR ONE TYPE OF COURSE. THE MAJORITY OF ENGLISH TEACHERS HAD TEACHING LOADS OF NOT MORE THAN FOUR OR FIVE CLASSES AND 125 STUDENTS, BUT HEAVIER LOADS WERE NOT UNCOMMON. SUCH INNOVATIONS AS TEAM TEACHING, CLASSROOM BOOK COLLECTIONS, AND PROGRAMED MATERIALS WERE FREQUENTLY BEING EMPLOYED, AND HOMOGENEOUS GROUPING WAS REPORTED BY 35 PERCENT OF THE TEACHERS. ONLY APPROXIMATELY ONE-THIRD OF IOWA'S ENGLISH TEACHERS WERE PURSUING A GRADUATE MAJOR IN ENGLISH, BUT 54 PERCENT WERE SELECTING COLLEGE COURSES TO HELP THEM IMPROVE THEIR TEACHING, PARTICULARLY IN ENGLISH LANGUAGE AND COMPOSITION. ALTHOUGH TEACHERS FOUND PROFESSIONAL JOURNALS VERY HELPFUL, ONLY ONE-THIRD BELONGED TO ENGLISH PROFESSIONAL ORGANIZATIONS AND ONLY 52 PERCENT HAD ATTENDED AN ENGLISH PROFESSIONAL MEETING IN THE THREE YEARS BEFORE THIS SURVEY. (DL)