Questionnaires were used to elicit and compare information about teacher strikes from superintendents and union presidents of 42 school districts within the state of Washington and superintendents and union presidents of 124 school districts throughout the United States. All of the districts had experienced teacher strikes within the previous 3 years. The summary, which gathered details about public attitudes, substitute teachers, classified employees, community groups, students, parents, and communication problems, indicated a need to re-evaluate the ways in which critical issues are decided within the school systems. Responses within Washington and throughout the country were largely similar. The public was usually unaware of summer negotiations with teachers, and shock was widely felt when strikes were announced. Substitute teachers who crossed picket lines were frequently the focus of harassment, in charge of more students than usual, and paid up to $200 a day. Parent-teacher associations and church and civic groups sometimes became involved in strike situations. Students were much more involved in Washington teacher strikes than was typical across the country; they spoke at meetings, joined picket lines, and passed out literature. Active communication with all involved groups is suggested as an effective way to avoid communication problems and facilitate negotiation. (CB)