One thousand two hundred-forty-one elementary, 459 middle, and 597 high school teachers and their supervisors and principals (N=93), (N=56), and (N=60), respectively, from 53 elementary, 16 middle and 15 high schools located in a large urban district in the Southeast were surveyed to determine: (1) instructional problems reported by teachers; (2) instructional problems of teachers reported by their supervising principals; and (3) differences in perceptions of instructional problems between the groups. Teachers and principals at all levels generally cited individual differences, motivation, discipline, and testing and grading among the top five concerns. Teachers also cited classroom management as a problem area. Ranking of these top five problem areas, however, differed significantly between teachers and principals, and also among the different grade levels of teachers and principals. In general, teachers did not perceive themselves as having great difficulty with any of the instructional problem areas, nor were they perceived by their supervisors as having great difficulty. The problem areas ranked as least difficult by both teachers and principals were all within the realm of professional knowledge and skill. Both groups appeared to believe that teachers were sufficiently well-prepared in their subject area to teach successfully. (CB)