In this assessment of the status of economic education in North Dakota, where less than 5% of high school students are exposed to a formal course in economics, three things were evaluated: 1) the economic preparation of high school teachers of economics; 2) economic preparation of high school teachers of Problems of Democracy (POD); and, 3) the role of the institutions of higher learning in preparing economics teachers. The results of the first evaluation indicated that the tendency in teacher preparation is in the direction of the minimal state requirements (5 semester hours). In North Dakota all high schools that do not offer a course in economics must offer POD. Better than one-third of the teachers of POD were found to have no economics background. In evaluating economic education by colleges and universities, four subject areas (social studies, home economics, business education, and history) were chosen on the presumption that economics, if taught at all, would most likely be included there. Each reporting college institution graduated approximately 65-80 teachers in the area of social studies. In only 50% of the cases was a minimal background (6-9 hours) in economics required. In the other subject areas, the level of training appears even less. Efforts of the Joint Council, and the North Dakota Council must be relied upon to upgrade the status of economic education in North Dakota. (Author/JLB)