Thirty classroom teachers, 19 reading teachers, 33 students, and 13 supervisors were interviewed in a study to gather information concerning the degree of congruence that exists in the instruction provided during core curriculum reading instruction and compensatory reading instruction. The interviews consisted of open-ended questions that addressed various aspects of classroom and remedial reading programs. The data indicated a full range of contrasts and a frequent lack of congruence between the regular class and remedial class settings. There was also a lack of awareness of many teachers about the materials that the child was working with in the other instructional setting. The students' comments tended to reflect a lack of awareness of the purpose of the activities in which they were required to participate. It was also found that student-teacher dyads and teacher-teacher dyads showed considerable disagreement on certain information. Children's perceptions of what they spent the most time doing often differed considerably from what their teachers perceived. The children noted more time on workbooks or worksheets, whereas the teachers noted more time on silent reading and other activities. It was also interesting to note that those supervisors who felt that their preferred instructional situations did not exist in their school ascribed this problem to teacher personalities. (HOD)