In the spring of 1991 a two-part questionnaire was mailed to a nationwide sample of 100 uppersecondary teachers in England. Usable responses were received from 72 teachers. The purposes of this study were the following: (1) to describe the impact of the 1988 British Reform Act on Education; (2) to determine teacher perceptions in selected publicly funded schools in England; and (3) to examine the feasibility of using British reforms as a basis for improving education in the United States. The findings indicated that while a large majority of the teachers sampled approved of the idea of a national curriculum and national assessment, an equally overwhelming majority disapproved of the current reforms. Many comments were written on the returned questionnaires that expressed teacher resentment toward reforms conceived, designed, and implemented by a variety of nonteachers with an almost complete lack of teacher input. Based on survey responses, it is recommended that a national curriculum should not be a priority in the United States at this time. Quarterly conferences with strong teacher representation should be scheduled to find ways to upgrade student expectations and performance. (27 references) (MLF)