This study investigates the degree to which the beliefs of teachers of the DISTAR reading program are the same as the beliefs of teachers of basal reader programs. The content of teacher beliefs is investigated in regard to the extent of agreement or disagreement with experimentalism. The structure of teacher beliefs is investigated in terms of the degree of open-mindedness of the teachers. Teacher educational beliefs, teacher philosophic beliefs, and the degree of open-mindedness of the two groups of teachers are compared on the basis of inventory scores on the Mann-Whitney U Test. The study finds no significant differences in educational beliefs, philosophic beliefs, or open-mindedness between the two groups of teachers. A ranking of high, medium, and low scorers on the three inventories shows that there is a tendency for high scorers in philosophic beliefs, as opposed to high scorers in educational beliefs, to be more numerous in the experimentalist beliefs profiles. There is also a tendency for the DISTAR teachers in this study to score higher than basal reader teachers in educational beliefs and in their degree of open-mindedness. (Author/TO)