A survey of studies reported between November 1966 and November 1967 on how teachers behave while teaching transformational and structural linguistics to elementary school and preschool children is described. Only empirical studies of teacher behavior are reported. Studies primarily concerned with listening, children's literature, thought processes associated with language arts teaching, reading, oral language, speaking, spelling, and writing, as well as guides, general directions, manuals, and linguistics in foreign language instruction, are excluded. The studies that are reported include several describing controlled teacher behavior and the effects of using various linguistically based classification schemes, the compared behavior of groups of teachers carrying out differing curriculum tasks, and changes in behavior resulting from linguistic manipulation. Many of the studies center on the improvement of oral language or the teaching of oral language, nonstandard speech, and the language of bilingual children. The studies are few and marginal, suggesting that teacher preparation does not generally require linguistics training, that curriculum studies which cite what is being taught are usually not concerned with teacher behavior, and that further research is needed. (HS)