This report provides perspectives from the literature and from consultation with LOGO experts for viewing, evaluating, formalizing, and improving use of the LOGO programming language in education. Contents of the report include: a discussion of the instructional structure of LOGO which centers around its turtle mode, list processing nature, and recursiveness; a description of several levels of LOGO use, including the naive programming stage and two levels representing more insightful programming; a review of debugging, which also occurs at several levels (visual screen level, list editing, logic debugging); and a summary of the nature of language use under LOGO and the relationship of LOGO to the study of geometry. Use of LOGO in teaching robotics, computer literacy, computer science, and problem solving is also discussed, along with organizational patterns of instruction in LOGO and its use in mathematics, art, language, social studies, and music instruction. From the limited research literature, the question of why LOGO should/should not be used and the effects of its use are reviewed, and 13 recommendations offered. An extensive reference list and a 25-item list of LOGO curriculum materials are appended. (MBR)