This report describes the results of two surveys designed to gain information about conditions of implementation and extent of utilization of Individually Guided Motivation (IGM) in schools across the country. The objectives and motivational principles of the IGM system and the instructional programming model on which it is based are presented in Chapter I. Each of the four motivational-instructional procedures that comprise the IGM system is also described: (1) adult-child conferences to encourage independent reading; (2) teacher-child conferences for goal-setting; (3) guiding older children in tutoring younger children; and (4) small group conferences to encourage self-directed conduct. In Chapter II, the purpose, method, and results of the first survey are reported. Conducted in the spring of 1975, it was designed to gather in-depth information from schools in which the IGM system was a viable part of the instructional program. Detailed descriptions of actual use of each of the motivational-instructional procedures were solicited, as well as information about those factors that school personnel judged important to successful implementation, factors that caused problems in using the IGM procedures in the school, and the methods used to cope with these problems. Chapter III reports the results of the second survey, conducted in the fall of 1975. Designed to obtain broad information about IGM utilization from a much more extensive number of school personnel, as well as teacher educators, the specific focus was on access to, use of, and reactions to the various IGM print and film materials. The final chapter summarizes the findings of the two surveys and discusses their implications for the implementation and utilization of the IGM system. (Appendixes include a bibliography of IGM materials and reports, and interview schedules for the surveys. (Author/MM)