The data in this study of the role and status of teacher aides were taken from six consolidated city school districts, 14 suburban central schools, and 36 rural central school districts in New York State. Questionnaires were received from 133 principals, 650 supervising teachers, and 407 teacher aides. The data did not disclose large differences according to the type of district. Teacher aides were assigned equally to experienced and inexperienced teachers, and slightly less than 75 percent served more than one teacher. Preparation was generally by inservice training, and there was little study of the larger aspects of education, although more than half the aides did some actual teaching. Most aides were middle-aged married mothers who were high school graduates, often with some higher education. Nearly 95 percent of the aides were paid, but most received no fringe benefits. Recruitment was usually through school personnel offices or by word-of-mouth. Aides often felt isolated and would welcome greater opportunities. The study includes detailed data, together with a full examination of teacher-aide activities. It concludes with an examination of some of the issues and conflicts, including the problems of what the real role of the teacher aide should be, whether more formal training should be provided, and development of the teacher-aide program during the next decade. (MBM)