The purpose of this study was to determine the attitudes of teachers towards innovative compensatory educational programs which they were required to implement in their classrooms. Twenty-five first, second, and third grade teachers were surveyed. Every teacher was required to teach at least three compensatory programs in reading, science, and mathematics in addition to the regular curricula. Teachers responded to a questionnaire relevant to teacher concerns about new programs in areas of management, degree of personal involvement, and program impact on students. The findings of the study indicated that teachers were seldom asked about their desire to use these programs. Teachers had limited knowledge of compensatory programs. Teachers wanted to interact and learn more about compensatory programs. Teachers lacked confidence in these programs. Finally, teachers were interested in modifying instructional approaches; however, they were not interested in collaborating with others to disseminate the programs. (Author/JP)