Visual perception as a part of the reading problem has been difficult for some classroom teachers to comprehend because of the confusion about meaning. This confusion has been due in part (1) to failure to define the term visual perception before writing about it, (2) to studies which take a narrow view of perception yet make broad conclusions, and (3) to failure of studies to present practical suggestions for the classroom teacher. This article is presented as a guide to several specific aspects of perception and to their implications for the classroom teacher. Discussion is limited to that aspect of visual perception which enables a person to look at a portion of print and transmit an accurate image to the brain at will. Presented in chart form are symptoms of visual perception problems observable in the classroom, specific diagnostic instruments, and remedial suggestions. A clear understanding of visual perception is important to teachers, according to the author, for a teacher working with specific problems of visual perception can aid a child to become a better reader and a better learner. References are included. (Author/NH)