A SURVEY WAS MADE OF THE GRADUATES OF PROGRAMING COURSES AT THE UNIVERSITY OF ROCHESTER TO DETERMINE WHAT INSTRUCTIONAL CHANGES OCCURRED AMONG THOSE TEACHERS WHO WERE TRAINED IN THE CONSTRUCTION OF PROGRAMED LEARNING SEQUENCES. ALSO SURVEYED WAS A RANDOM SAMPLE OF TEACHERS WHO HAD RECEIVED INFORMATION ABOUT, BUT NOT EXPERIENCE IN, PROGRAMING. EXPERIMENTAL SUBJECTS (200) WERE SELECTED FROM PROGRAMING CLASS REGISTRATION LISTS. A RANDOM SAMPLE OF 70 TEACHERS (CONTROL SUBJECTS) WAS SELECTED FROM ATTENDANCE LISTS OF SUMMER INSTITUTES ON PROGRAMING. MAILINGS OF THE SURVEY INSTRUMENT WERE UNDERTAKEN WITH A 75 PERCENT RETURN. FIFTY-NINE PERCENT OF THE EXPERIMENTAL AND 22 PERCENT OF THE CONTROL RESPONDENTS REPORTED SOME USE OF PROGRAMING WITH THEIR STUDENTS. ALSO, 53 PERCENT OF THE EXPERIMENTAL GROUP AND 24 PERCENT OF THE CONTROL GROUP REPORTED THE USE OF PROGRAMED MATERIALS WITH INDIVIDUAL STUDENTS. CONCLUDING STATEMENTS INDICATED THAT CLASSROOM TEACHERS WHO HAVE BEEN TRAINED IN PROGRAMING HAVE BEEN FOUND TO MAKE SIGNIFICANTLY GREATER USE OF PROGRAMED MATERIALS. (HB)