The results of the International Assessment of Educational Progress released in February 1992 indicate that in mathematics and science the United States ranks near the bottom, while South Korea and Taiwan rank at the top. This paper compares the nature of mathematical problem-solving instruction in Korean elementary schools to that in American elementary schools. Questionnaires that attempt to determine teachers' use of instructional strategies to promote problem solving, teachers' perceptions of the usefulness of specific problem-solving strategies, teachers' confidence in using those strategies, and beliefs concerning specific recommendations for problem-solving instruction were given to 164 Korean teachers from 7 urban public elementary schools (grade levels 1-6) in Seoul and 195 American teachers of grade levels 1-6 from 10 elementary schools from school districts in Phoenix, Arizona. Korean and American teachers reported similar amounts of time spent each week on mathematics instruction and problem solving; however the Korean school year is 44 days longer than the American school year. Korean teachers perceived textbooks as being more useful for problem-solving instruction, used less student grouping as an instructional technique, and used manipulatives less frequently. (MKR)