The present investigation was designed to document the nature of programs provided to learning disabled students and to determine the educational bases for these programs. A national sample of 128 teachers of learning disabled (LD) students completed a survey about the program of one of their students. Responses varied widely in terms of the amount of time service was provided; the academic areas covered; the materials, methods, motivational strategies, and evaluation procedures used; and the major influences on decisions reported by teachers. There was no consensus among those who actually teach LD students as to an instructional approach or group of approaches most useful in instruction. Teachers, however, reported satisfaction with their programs and the progress of the student. Educational researchers should recognize this satisfaction and attend to what teachers perceive to be effective practice when asking them to alter instructional approaches. (Author/DB)