This paper briefly reviews criticisms directed against the Montessori method, and summarizes results of a survey of primary school teachers using the Montessori method in regular classrooms. Eight teachers, teaching daily in regular public school classrooms and enrolled in the Montessori Teacher Training Program of Buffalo on Saturdays, were asked to write a report on what (if anything) they did with their children that was a direct result of their exposure to Montessori methods. The most consistent comment (made by all trainees) was the need felt by all the teachers to study child psychology and cognitive psychology. Changes in teacher strategies, classroom environment, and classroom materials were reported. These changes are discussed in detail. (CM)