A review of available books, articles and on-line resources which deal with "Research-Based Instructional Strategies" will produce a plethora of materials which promote the effectiveness of these strategies on student achievement. Also, a perusal of classroom instruction and teacher evaluation instruments will reveal that many of the evaluation instruments used for evaluating teachers address, to some degree, the use of "Research-Based" or "High Yield" instructional strategies. Since there is such a vast number of references to "Research-Based" and "High Yield Strategies", and since teachers are evaluated on their implementation of said strategies, there is an obvious need for a common understanding and definition of those strategies. This research project sought to determine what strategies classroom teachers believe are actually "Research-Based" strategies. When asked to self-report on the implementation of research-based strategies in the classroom, teachers overwhelmingly report that they are indeed using these strategies in the classroom. However, when asked to list the research-based strategies that they use in their classroom, the teachers' answers to the open-ended question show a lack of a common understanding of what is meant by "Research-Based Strategies." Many teachers listed resources and materials rather than strategies. The implication of this research is that any education community should establish a common understanding and definition of "Research-Based" Instructional Strategies.