Manipulatives are being used more frequently in primary school mathematics teaching and learning. This paper calls for a continuing research program including the role and acceptance of manipulatives in secondary school mathematics classes. It also seeks to identify and justify current teacher usage of concrete materials (manipulatives) in secondary school mathematics teaching and learning in a sample taken from schools in Southwestern Sydney. Results provide baseline data concerning the demographics of secondary mathematics teachers and their use of manipulatives. It was concluded that the use of manipulatives in secondary mathematics classrooms is low when compared to that found in primary schools. Contains 26 references. (ASK)