A survey of a random sample of Illinois elementary, junior, and senior high school second language teachers investigated three areas: (1) teacher preparation, training, and oral proficiency levels; (2) percent of the target language used by the teacher in the classroom within a specific time span; and (3) the teacher-perceived usefulness and frequency of use of specific techniques for developing oral proficiency. Results show: low level of teaching proficiency in the language taught; need for many teachers to upgrade teaching skills and techniques; low level of oral proficiency among teachers; relatively high amount of classroom target language use by elementary teachers; the greatest increase in classroom target language use occurred from second- to third-year classes at the senior high level; decrease of teacher target language use in multi-level classes; relatively low target language use in junior high and first- and second-year high school classes; most useful and frequently-used techniques varied considerably by instructional level; differences in technique used were more dependent on level than language taught; use of oral quizzes and tests was widespread at all levels; and newer communicative techniques were used widely. (MSE)