In the Distar (Direct Instructional System for Teaching) reading program developed for inner city children, the fundamental assumption of the program's designers is that disadvantaged children lack certain basic language skills, information and behavioral patterns, which prevent them from mastering the reading process. This paper focuses upon the attitudes and opinions of 72 Chicago elementary school teachers who have used Distar in their classrooms. In general teachers liked teaching the program, primarily because of its format, structure, and the little preparation time demanded. In terms of Distar's educational value, however, teachers believed the program had disadvantages. This method of teaching reading was deemed to be more valuable for the slower learner, and too remedial and inflexible to meet the needs of average and fast learners. If Distar cannot be revised and broadened, it is suggested that it should be used as a supplementary, rather than an exclusive, reading program. (Author/GC)