Teachers (556) in the elementary schools of Florida completed a Likert-type rating scale containing 65 items related to guidance practices, and 15 related to guidance principles. The guidance function was perceived as a major responsibility of the classroom teacher. Major guidance functions used by the teachers are listed. The practices having the greatest value for these teachers include: (1) using cumulative record information, (2) identifying exceptional children, (3) helping children explore the world of work, (4) helping children with learning and adjustment problems, (5) helping to develop special interests and aptitudes, (6) taking care of physical deficiencies, and (7) helping pupils examine their attitudes and feelings toward themselves. The elementary teachers recognized the need for additional guidance services, and accepted the idea of a guidance specialist. The role of this specialist is developed in relation to those areas in which teachers felt assistance was needed. (PS)