This study examined the extent to which Ohio school districts had implemented several policy and procedure recommendations in order to address the problem of perennial substitute teacher shortage. Surveys of district superintendents, who had completed a questionnaire on substitute teacher policy and procedures 3 years before, examined: district size and wealth; incentives (pay, full-time opportunities, and climate); application and interview criteria; performance evaluation; expectations and availability of support and material; professional development opportunities; and teacher absences and limitations on professional development opportunities for regular teachers. Results indicated that the substitute dilemma had improved only marginally since the previous study. Districts had made some efforts to increase pay. Most districts reported attempting to standardize the contents of substitute handbooks and availability of classroom materials. Overall, substitute teachers were not provided professional development, a thorough evaluation, or grooming for full-time job openings. There were some efforts to reward substitutes by setting up more well-defined employment tracks to encourage work toward permanent positions. Districts only marginally made substitutes feel valued as part of the teaching-learning team. The scarcity of substitute teachers caused school districts to develop creative strategies to obtain substitutes. (SM)