This study looked at the problem of why reading study skills were not being used well as indicated by the research which was reviewed. One way to examine this problem was to find out where teachers believed selected reading study skills ought to be taught. In addition, this study investigated how important teachers believed each selected reading study skill was for the grade level where most of their teaching was done. A stratified random sample of 946 third, fourth, fifth, and sixth grade reading and/or social studies teachers were asked to respond to a questionnaire designed to gather the necessary data. Thirty-seven reading study skill items were included in the questionnaire. Some of the conclusions reached were that the 37 selected reading study skills were generally viewed as important; some of the reading study skills were generally supported by responses indicating only one of the investigated subject areas as the instructional setting choice; the third grade teachers generally showed a pattern of identifying an item's degree of importance at the lower end of an item's range of means. (Author/TS)