A six item open-ended questionnaire was developed and administered to teachers of 255 students in self-contained classes for the learning disabled in an effort to examine pupil progress and corresponding teaching methods. Comparison with previous teacher reports was used to describe pupils' academic progress in reading, mathematics, and spelling. Significant gains were noted in each area. Behavioral improvements in distractibility were observed for over one-half of the pupils. In response to a question about their most commonly used teaching style, teachers revealed a variety of approaches, with the most frequently cited involving some form of individualization. Examination of teaching approaches and their relationship to changes in reading, mathematics, and distractibility revealed a connection between reading improvement and emphasis on styles involving motor development and auditory/visual/kinesthetic approaches as well as such administrative and organizational strategies as grouping and instruction in small steps. Improvement in distractibility was linked to styles in which teachers reported emphasis on sensory and other specific skills as well as on individualization. (CL)