Wisconsin K-12 family and consumer education teachers implemented the Family, Food, and Society Resource Guide in their classrooms. Feedback was gathered from teachers who had used or were using the modules. Findings indicated the following: the family narrative section was readable, understandable, and essential; students reacted well to modules I and II but sometimes got upset with all the "thinking" associated with the activities; and teachers had time during the semester to teach only one small part of module III. One-day seminars based on ideas from the resource guide at six sites were conducted by former pilot school teachers. A consultant developed a plan for assessing existing facilities that would be used for the teaching of Family, Food, and Society as well as Food Service courses. The modules were refined with the help of feedback from teachers who pilot tested the materials and reported that special needs students seemed to thrive in the course, materials seemed to be adaptable to students' context, and the most profound problems with teaching the course focused on dealing with absenteeism. (The four-page report is followed by these appendixes: teacher questionnaire; seminar mailing; and consultant's report on K-12 family and consumer education facilities that concludes with such attachments as assessment of facility needs, food equipment needs list, food equipment resource list, and four models of family and consumer education facilities.) (YLB)