A literature review of 23 studies and two review articles dealing with the use of instructional materials by elementary and secondary school teachers is presented. Studies dealing with the development of instructional materials, discussions of field tests, and the results of teacher attitudes were not included. The findings on the use of classroom materials are grouped into four categories: (1) materials used in the classroom, including time spent using the materials, grade level differences, and differences in teacher planning and techniques; (2) the influence of materials on instructional content; (3) the influence of materials on teachers' decisions about instruction; and (4) the influence of materials on student learning. In a discussion of the implications for the use of instructional materials, it is pointed out that more attention has been given to the student-materials match than to the teacher-materials match. Other findings are: (1) Teachers rely heavily on print materials; (2) Instructional strategies change when teachers use textbooks rather than supplemental materials; (3) Student achievement may be affected by the way materials are used; and (4) Teachers should be trained in alternative uses of materials. An overview of the 23 studies describes the planning and design of each study, and citations of the studies are appended. (FG)