The North York Board of Education established an Early Identification Committee, as directed by the Ministry of Education in 1978, to develop procedures for early identification of children's learning needs and abilities. An initial examination of how Early Identification Procedures were being received in the schools is presented, assessing the awareness of elementary school administrators, junior kindergarten-through-grade 3 teachers, and relevant support personnel regarding the procedures. Questionnaires, interviews, and classroom visits were used to determine the extent of program implementation in North York schools. The discussion focuses on the major themes expressed by the groups and highlights specific responses, while the "technical appendix" presents detailed tables summarizing response data from questionnaires and interviews on awareness of procedures, implementation, and modification and resources needed. Principals were found to be the most knowledgeable about the specific procedures. Generally primary teachers were more satisfied with the program than kindergarten teachers. All groups indicated that more time, smaller primary classes, more in-class volunteers and teachers aides, and more professional development and workshops would facilitate the program. (CM)