Teachers, principals, and other administrators who are considering the adoption of i.t.a. for language arts in the primary grades need objective information about its advantages and its disadvantages. The purpose of this paper is to provide a list of the disadvantages which may be inherent in the adoption of i.t.a. The disadvantages of i.t.a. may be divided into two categories, factual and attitudinal. Some factual disadvantages are that the weaknesses of students, teachers, and schools are revealed more when i.t.a. is used, and the damaging effects of arbitrary administrative systems of grouping students are highlighted by an i.t.a. program. A list of negative statements which are often made about i.t.a. includes: (1) i.t.a. makes more work for the teacher; (2) i.t.a. promoters make exaggerated panacea kinds of claims; (3) i.t.a. materials are expensive; (4) i.t.a. is not a perfect alphabet; (5) i.t.a. is a phonic method; (6) i.t.a. is taught by a formal instructional approach; (7) i.t.a. is a scheme for forcing precocious readers; (8) i.t.a. is unnatural; (9) there are not enough books in i.t.a.; (10) children have difficulty in forming the i.t.a. symbols; and (11) transition from i.t.a. to traditional orthography is difficult and wastes time. (Author/WR)