A study focused on the development of a research-based model of spelling instruction by synthesizing 20 instructional strategies from 144 empirical studies found in scholarly literature, in which spelling procedures were tested in controlled settings. In addition, the study investigated three research questions: (1) the extent to which elementary school teachers report having used each of the strategies in classroom instruction; (2) the extent to which teachers' views reflected research-supported strategies; and (3) the extent to which grade level, professional training, and professional experience contribute to the relationship between teachers' views and their reported classroom practices. Subjects, 170 Georgia elementary and special education teachers, were twice administered a questionnaire drawn from the research-based instructional strategies, first to test the teachers' reports of their use of the 20 instructional strategies, and second, to test their views about whether these strategies should be incorporated into their classroom instruction. Results indicated that, of the 20 strategies, 8 were reported as being used and favored, while 1 was reported as being used but not favored. Additionally, the teachers indicated a research-based view of six strategies, but did not integrate those views into their classroom practices. Finally, teachers revealed classroom practices and professional views that conflicted with five research-based strategies. Findings also suggest that the discrepancies between teacher practices and views were not attributable to grade level or professional training and experience. (References are attached.) (NKA)