This study had two purposes: 1) to determine what kinds of instructional support teachers used; and 2) to identify factors which facilitate or inhibit the use of such resources. The methods used to obtain data were, first, participant observation of school district activities, and second, interviews of 19 teachers. One result of the study was a list of various types of support services and resources teachers said they used. These types of services were used: building instructional staff; building instructional support personnel and agencies, such as school libraries; district curriculum staff, such as coordinators; and agencies outside the district, such as educational companies and university faculty. Resources used included curriculum design and evaluation materials, reference and other materials, and professional preparation. A list of 15 facilitating and 15 inhibiting influences was compiled. The former included: available, occurs frequently, efficient, see them often, and understandable. The latter included: confusing, costly, and inaccessible. Further research should center around two questions: what are the characteristics of services and resources which cause some to be used more than others, and what causes some teachers to use many resources while others use few? (JK)