Nine years after the 1973 oil embargo and the outpouring of educational materials and strategies developed in response to the energy crisis, the extent and content of energy education in the classroom were assessed. Seven thousand randomly selected teachers and principals were surveyed at the end of the 1981-82 school year (1000 each of elementary teachers, secondary science, social studies, mathematics, and home economics teachers, and elementary/secondary principals). About 20 percent of each sample returned the survey. Survey questions were grouped into 5 categories: extent of energy education; energy education methodology and content; school, district, and state administrative policies and their impact; attitudes (if energy should be part of the curriculum); and incentives and barriers. Responses from teachers and principals are discussed for each category. Selected results from the survey follow. About half of the teachers are presenting energy topics in their classes. Conservation, conventional/renewable resources and their production, and energy-environment interactions are the topics most often covered. That energy is not specified in a teacher's curricular responsibilities is the biggest barrier to implementation. As an inducement for teaching about energy, teachers ask for definite curricular requirements, more (and better) free and/or inexpensive materials, and encouragement from principals. (JN)