The purpose of this study was to determine teachers' perceptions of the effects of implementation of the philosophy, curriculum structure, instructional development system, assessment and monitoring procedures, instructional organization, and staff development process of Outcomes-Based Education (OBE) and to determine if teachers' perceptions of OBE issues differ in relation to their level of teaching assignment, years of teaching experience, and level of education attained. The study's sample consisted of 60 core curriculum classroom teachers. Their perceptions were gathered by using a six-point Likert-type Delta Technique survey. Comments followed 39 survey statements. Eighty percent of the surveys were returned. Group means were calculated for the responses to statements in the six OBE-related areas. An analysis of variance and Scheffe tests were conducted on each of the 39 survey statements to determine differences among the groups. The findings revealed that level of teaching assignment was the independent variable cited as showing differences among the groups of respondents for 11 of the statements; level of teaching experience and level of education attained were the area of significant difference for one statement; and years of teaching experience and level of education provided differences for one statement. Recommendations include procedures for staff development programs to address the practical concerns of teachers about their grade level's use of OBE. (Author/JAM)