A survey of 172 teachers of students with emotional and behavioral disorders (EBD) investigated the extent of level system use in special education classrooms, characteristics of teachers and students who use level systems, characteristics of level system operation, teacher perceptions of level system effectiveness, and their satisfaction with level systems. The design of the 29-item survey included a critical analysis of level system literature, a review by experts in behavioral management to establish content validity, a pilot test, and participant interviews to acquire feedback. Results found that the majority of teachers in all service delivery models except non-categorical resource rooms use level systems. Teachers included major components of level systems suggested in the literature, such as rewards and reward schedules; consequences; definitions of levels; and criteria for placement, advancements, and graduation. Students who generally had poor peer relationships were felt to be behaviorally and academically successful in level systems in special classes but unsuccessful in returning to regular classrooms. Because of the extent of level-system use in classes for students with EBD and the failure of most students to return successfully to regular classes, further research regarding level systems is urged. (Contains 51 references.) (Author/CR)