A questionnaire was constructed and evaluated by specialists in the field of reading instruction to gain information regarding the use of the Initial Teaching Alphabet (i/t/a). Elementary teachers and reading specialists in 16 randomly sampled school districts in nine states were questioned. Eight of the systems were in districts generally favorable to i/t/a, eight from districts generally unfavorable to i/t/a. The questionnaire was divided into two parts. The first requested information concerning six pupil abilities. The second sampled teacher opinions regarding six potentially negative factors. Data from the first part showed that the highest proportion of teachers responding reported improvement in free written composition. In response to the second part of the questionnaire the advantages of i/t/a were reported, on the average, to be greater than the disadvantages. The findings raised additional questions that pointed to the need for further research. Tables and references are included. (NH)