Current practices in implementing social skills instruction into elementary and secondary curricula are explored in this report. Two issues are addressed: (1) teacher reports of current and desired activities; and (2) the extent to which curriculum availability, other resources, teacher training, and values affect teacher activities. Questionnaires were completed by 271 teachers from 16 schools in an urban area on the East Coast. No significant differences were found between the current and desired levels of instruction, indicating general teacher satisfaction with current social skills instruction activities. Most teachers expressed a preference for integration with other academic areas. Findings pointed to limited activities by secondary teachers and a positive relationship between social skills instruction activities and availability of resources. Problems in implementation included lack of training and time constraints, enhanced by the perception that such instruction is the parents' responsibility. The recommendation is made to clarify the role of social skills training in the schools. Eight tables are included. (18 references) (LMI)