The purpose of this study was to analyze and compare English education in small, average, and large high schools in Nebraska to determine the status of their present English course offerings and of the preservice and inservice training of English teachers in relation to their academic and professional preparation. The three procedures used to collect the data were questionnaires sent to English teachers in 311 public secondary schools, visitations to a stratified random sample of 20 high schools to interview English teachers, and an analysis of the permanent records of the 1973 graduates in the schools visited to determine the courses they had taken. Result showed the following: students from small high schools tended to earn as much or more credit in English courses as those from average or large high schools; there were trends toward offering more advanced and more varied elective courses in English and toward the deletion of required literature courses; new curricula in the English program had a significant impact on Nebraska schools, with large and average schools involved in more curricular change; teachers in large and average schools had taken more graduate courses in English and education; and inadequate library space and facilities curtailed instruction in small schools. (Author/JM)