As part of a study of programs offering alternative educational choices in public school systems, the Rand Corporation assessed teacher reactions to programs in four districts: Alum Rock (California); Eugene (Oregon); Minneapolis (Minnesota); and Cincinnati (Ohio). It was found that teachers tend to evaluate a program on the basis of its advantages and disadvantages to students, parents, and the teachers themselves. While teachers generally favored parental choice, they were skeptical about parents' capacity to choose effectively as well as about the degree of impact alternative programs could have on students. Teachers were reluctant to assume the added managerial duties associated with alternative programs. Teachers responded positively to working in buildings housing only one program at a time, to effective district leadership, and to having a voice in program control and the admission of students. The four districts sampled are compared and relationships between teacher response patterns and district policies are drawn in this report, which concludes with three recommendations: districts should more effectively inform the public about alternative programs; district plans should balance the needs of consumers, teachers, and the school organization; and the maintenance of financial equity among programs should be stressed. (Author/PGD)