A study was conducted to determine how a representative sample of Iowa elementary school teachers viewed a number of research-supported and nonsupported teaching procedures in spelling. In addition, the study was designed to ascertain the degree to which this representative sample of teachers was utilizing or not utilizing selected research-supported procedures in teaching spelling to their pupils. The data were obtained through mailed attitudinal questionnaires completed in the spring of 1970. From the 1,472 questionnaires mailed, 1,289 (88%) were completed and returned. Some of the results were that more than 40% of the teachers disagreed with the proven practice of presenting spelling words initially in list form, more than 90% agreed with proven practice that spelling words of highest frequency in writing should be studied, more than 42% disagreed with the proven practice of having children correct their own spelling tests, and more than 79% disagreed with the research proving that it is unnecessary to learn the meaning of the words. (The appendixes include the survey instruments and summaries of research-supported and nonsupported practices.) (MKM)