A statewide teacher survey was used to obtain data for an investigation of learning in the primary grades in Maryland schools. Teachers in 85 schools in 23 of Maryland's 24 school systems were surveyed. A total of 808, or 97 percent, of the teachers of kindergarten through third grade classes responded. The survey addressed the following topics: (1) early learning program goals; (2) the organization of early learning programs; (3) equitable opportunities for all children; (4) content of teaching and learning; (5) delivery of instruction; (6) the process of responding to individual differences; (7) assessment of children's development and school performance; (8) circumstances surrounding teaching in early learning programs; (9) family involvement; (10) program evaluation and improvement; and (11) factors that promote or impede children's school success. This eight-part report discusses the rationale for the study, methodology, findings, statistical data, recurrent themes, general patterns, and program success. Since the study was intended to describe early learning policies and practices in the state as a whole, the findings supply only a good approximation of how early learning programs function in individual schools. Although no overall conclusions are drawn, common practices and policies regarding learning, teaching, parental involvement, evaluation, and the promotion of success in learning are reported. A list of elements of appropriate and effective programs for children in kindergarten through third grade is appended. Contains 100 references. (LB)