A study of 178 secondary school teachers in the California was motivated by the passage of the Ryan Act of 1970, which eliminated the high school speech credential and subsumed it under the English umbrella. The result has been that the speech communication subject matter is expected to be integrated into the English courses in the state. The 1987 state curriculum standards requiring integration of the language arts specifically state that oral communication and listening are to be taught in a number of ways in English courses. Two research questions were posed: (1) Would post-Ryan Act English teachers be more likely to integrate oral communication into their English courses? and (2) Are there any demographic predictors of the extent to which an English teacher would integrate oral communication in his or her classroom? Results showed that only 20% of the respondents could give a specific technique or example of how they taught speech or listening in the classroom. Generally, there is no difference between pre- and post-Ryan Act English teachers' handling of speech in their curriculums, which gives further support to Post-Ryan English teachers' not being prepared adequately to teacher speech communication in "process/theory" areas. Regarding demographics, results showed that female teachers were more likely to teach communication skills than male teachers. Speech communication educators must get the national and state offices of education to accept the importance of their discipline in secondary schools. (Contains 17 references and a table of data.) (TB)