A study examined the theoretical orientation of infant school and infant department teachers in England. The Theoretical Orientation to Reading Profile (TORP) was used to determine the teacher's orientation to reading instruction. TORP applies a Likert scale response system to a series of statements about how reading should be taught. Subjects included 146 teachers and head teachers from over 40 different schools. Three teachers scored within the lower range indicating a phonics orientation. One hundred nineteen scored within the middle range of the scale which indicated a skills orientation. Twenty-four responded within the high range of the scale indicating a more whole language orientation. These results indicated that the majority of the teachers who participated in the study appeared to hold a skills orientation to reading instruction, rather than a whole language orientation. Nevertheless, many teachers indicated preferences for several of the practices associated with whole language. Their "middle of the road" orientation, in addition to the traditional autonomy of individual schools and teachers in determining instructional methods and materials in England, apparently results in the use of a wide variety of approaches to beginning reading, including reading schemes, trade books, thematic units and an integrated day which incorporates a number of language-related activities which support emergent literacy. (One figure is included; 11 references are attached.) (MG)