The purpose of this study was to determine how teachers use group I.Q. test scores for planning instruction. Teachers were surveyed on: 1) use of I.Q. tests, 2) reasons for nonuse of I.Q. tests, and 3) instructional strategies based on test results. The widest use of test scores was in parent teacher conferences. The major reasons for not administering the test were the preference for personally developed tests and the possibility of test bias in the standardized test. Little enthusiasm was shown for using test scores in instructional development. The thirty percent of the teachers who did consider test scores in instructional planning used 21 different methods. (CJ)