In an effort to discover how Maine schools are operating their Reading Recovery (RR) programs, Maine Reading Recovery teachers provided information related to school-level implementation. Although completion of the Maine data forms was optional, three-fourths of the 346 Maine RR teachers completed the forms. Two types of implementation data were collected: teacher data (questionnaires) and student data (questionnaires about RR students completed by teachers). This report presents the information collected on the Maine data forms and infers factors in the implementation that may affect Reading Recovery student outcomes in Maine. The report finds that these aspects of Reading Recovery programs are working well in Maine: skilled teachers are making a significant impact on literacy learning; the very lowest children in the first grade are being served; and most Maine schools have a RR team which participates in selecting and monitoring the progress of RR children. It states that analysis of implementation data indicates that Maine schools could improve the operation of their programs in three major areas: provide full coverage for Reading Recovery; begin first-round RR children's programs promptly; and train more special education teachers to use RR procedures. Includes 5 figures and 5 tables of data. A rubric for assessing a school's operation of Reading Recovery is attached. (NKA)