Determined were the educational and professional backgrounds, and some aspects of the operational environment of teachers of secondary school science and mathematics (Grades 7-12) in the public and private schools of the United States during the school year 1960-61. A stratified random sampling method was used to ensure proportional representation of teachers according to geographical region, size of school, grade levels within school, and number of classes of science and mathematics taught by individual teachers. Responses to a questionnaire were received from 3,012 teachers out of the original sample of 3,957 teachers. Some of the teacher data reported by region were age, sex, experience, course load, salary range, undergraduate and graduate education, and participation in NSF institutes. The data were analyzed and some recommendations made. The information is directed at providing assistance in designing inservice training programs and in developing academic programs for prospective teachers. (RS)