This final report discloses findings of a survey team composed of fifteen historians and social studies specialists on 1965 NDEA institutes in history. An attempt is made to identify the nature of a summer institute and how it differs from regular teacher education. Objectives include answering three questions: 1) What kind of teachers attended summer institutes in 1965, and why? 2) What sort of training are they given, and how relevant is it to their needs? 3) How effective did this experience seem to be in improving both their knowledge of history and their own classroom instruction? Major findings are that participants are above-average, well prepared, able, motivated, and experienced teachers. Most institutes help teachers learn more about history, imparting new interpretations and viewpoints; a small number acquaint them with teaching materials in the field; and only a few introduce teachers to new educational media and teaching strategies and help participants transfer knowledge acquired in the institute to their teaching. An important outcome of institutes is that historians and education specialists exchanged ideas and views. The team concludes that there is room for variety, flexibility, and experimentation in conducting successful summer institutes. Appendices are included. (Author/SJM)