A study determined how direct instruction is being used and why it is being used the way that it is. Data were collected through observations and interviews from teachers and principals in 12 elementary schools involved in a school improvement project based, in part, on direct instruction. Results show that, in general, the elements of direct instruction were employed, but some elements were used more than others. The most frequently used elements were those associated with teacher control, while those associated with lesson progression were used the least frequently. Deviations in use of the elements of direct instruction were related to teachers' interest in high cognitive level thinking and individualization, and to setting constraints. Overall use of direct instruction was related to teachers' knowledge of and training in direct instruction and principal support for teachers' use of direct instruction. (Author/JD)