The goal of this study was to establish relationships and/or determine differences between various factors and the extent of instructional development activity. Subjects were 43 graduates of a masters program in library education, currently employed as school media professionals at the K-12 level, who responded to a mailed questionnaire. Forty independent variables were drawn from environmental and personal factors and combinations of the factors. The dependent variable was the extent of instructional development activity as measured by the Media Professional Activities Checklist. Hypotheses were tested through the use of either chi-square tests of independence or a stepwise multiple regression analysis. One very important conclusion was that limited instructional development was being conducted by the school media professionals surveyed. The description of the media professional who is an instructional developer emerges as one who reads the current literature, has adequate production equipment, and has had training in traditional library areas as well as psychology and research. No personality factors emerged as significantly influencing instructional development. (VT)