This study was designed to assess the impact of the Project English manual "English Language Arts in Wisconsin," to evaluate the teaching of English in Wisconsin public secondary schools, and to investigate teacher inservice and preservice training. Questionnaires involving one third of the population of secondary English teachers tapped information in the following areas: teaching systems in grammar, subjects deemed worthwhile for secondary students, language areas valued as useful for high school teachers, instructional materials used, and the nature of academic preparation in linguistics. The conclusions drawn from this study reveal confusion between English teachers and English methods instructors as to the value of teaching subject areas. Issues of language usage and"correctness" are considered most essential by high school English teachers. Although the majority of respondents knew of the Project English manual, over one-half had never made use of it. Also, data indicated that the undergraduate and graduate preparation in teaching issues and linguistics was minimal for the Wisconsin teachers studied. (Author/KS)