This study documented elementary teachers' reported practices in mathematics, science, social studies, literature, art, and music. The study also identified the extent to which teachers espoused instructional goals and practices associated with teaching for understanding compared with basic skills approaches. Respondents were 678 elementary school teachers from 35 schools surveyed in California, Michigan, and Florida. Survey analysis indicated that the least common practice reported by teachers in all six subjects was to have students write text more than a paragraph long. The median proportion of time that students spent in writing was only 1-to-5 percent. A second pattern that emerged across all subjects except literature was that teachers tended to focus on practices associated with basic skills instruction rather than practices associated with teaching for understanding. Despite differences between California and Florida in their published policies, the survey showed few consistent differences between California, Florida, and Michigan teachers' reported instructional goals and practices in elementary subjects. A sample teacher survey is appended. (MM)