This study was undertaken to determine what human factors, teaching materials, and situational conditions foster teaching about Canada in American schools. Case studies of secondary schools were conducted, teachers completed questionnaires, and social studies supervisors and other educators were interviewed. This report presents an analysis of the eight case studies, provides a synopsis of the teachers' perceptions of factors that influence their teaching of Canada, and contains conclusions and recommendations. Teaching about Canada varies in quality and frequency in American schools. There is a growing recognition of the need to include the study of Canada in high school courses. Educators stressed the need for students to study Canada comparatively in a North American context and in world studies. The most successful efforts in enhancing the teaching about Canada have been the services of the Canadian consular offices. More teaching materials are needed. It is recommended that the Canadian Studies Centers and the U.S. Department of Education encourage teaching about Canada by supporting curriculum projects and organizing teacher institutes. (RM)