The purpose of this survey was to determine the effect of the Right to Read program on classroom practice during reading instruction and on elementary school teachers' expressed needs for graduate work in reading. A questionnaire was sent to teachers in the twenty-two Phase I Right to Read schools in Minnesota; it was also sent to teachers in Individually Guided Education (IGE) and traditionally organized schools that were matched for size and geographical region within the state. Results of the survey show that the Right to Read program does seem to be having an impact on certain classroom practices. Teachers in IGE and traditionally organized schools tended to answer many questionnaire items similarly. Most teachers, regardless of type of program, expressed the desire for graduate work in reading. (Author)