The purpose of this monograph is to examine many popularly propounded beliefs concerning shorthand teaching methodology and to determine if such opinions appear to be substantiated by research. The monograph is divided into four parts. Part 1, exploring the influence of shorthand accuracy upon dictation achievement, and Part 2, considering divergent approaches in shorthand instruction, together comprise approximately half the document. Part 3, a shorter section, offers an analysis of selected variables on achievement in shorthand. Part 4, titled New Thinking in Shorthand Pedagogy, makes up the second half of the monograph, treating such subjects as implications of research, evaluation procedures, speed development, and reducing apprehension, among others. Tabular and graphic presentations of data illustrate the text. (AJ)