A survey was completed by 194 secondary school English teachers in Switzerland. Data indicate that: (1) a relatively small number of teachers have degrees from universities outside Switzerland; (2) the study of English generally does not begin until the age of 15; (3) the great majority of English classes meet for three or four hours a week; (4) the language laboratory is often utilized in beginning instruction, less often in advanced instruction; (5) attitudes toward the value of language laboratories vary greatly, indicating that a rethinking of laboratory pedogogy may be in order; (6) teachers prefer course books whose presentation is grammatically sound but lively and concise enough to maintain student interest; and (7) of the 80 teachers who claimed to subscribe to a school of linguistic theory, 42.2% associated themselves with Chomsky and 30.4% were identified as applied linguists. Data on course books and teaching aids are presented in tabular form. (JB)