To determine the characteristics of, problems with, and teachers' attitudes toward the elementary language arts curriculum, a survey was distributed to 160 elementary teachers (101 teachers responded; 86 females and 15 males--a 63% rate of return). Results showed that teachers perceived no difficulties communicating either with other teachers within the school or with parents. They saw classroom management and discipline as the source of major problems. Over 90% of the teachers supported recreational reading in the classroom and 80% favored using a wide variety of writing experiences in the program. Listing the components of a language arts curriculum in order of importance, the teachers placed vocabulary deveopment first, followed by reading, listening, speaking, usage, language development, literature, written composition, grammar, mechanics, creative writing, and dramatics. Among the results were indications that teachers downplayed the importance of language development; valued literature, and exposed students to varied forms, but did not view it as an important part of the curriculum; and supported a variety of writing assignments but provided little opportunity for regular writing practice in their language arts program. (The survey instrument is appended.) (MM)