Sixteen investigations using 32 third graders, 286 fourth graders, 183 fifth graders, and 343 sixth graders, were undertaken to determine table-using proficiencies. The data indicate that: (1) upper elementary students are able to retrieve information accurately and quickly from noncomplex numerical tables over a wide range of levels of tabular extensiveness; (2) performance falls off with increasing complication of the tabular display and conditions of performance; (3) a small investment in formal table-using instruction results in reasonably accurate performance even when tables and associated performance conditions are complex; and (4) uncritiqued table-using practice suffices to elevate the speed with which data are retrieved from tables. (MP)