Previous studies have focused on how well students are learning economics, how teachers are trained, and other outcomes associated with improved understanding of economics. However, almost nothing is reported in the research literature on economics teachers' views of the curriculum, how they teach their subject, their views on public issues, and professional development. To improve their understanding of the teaching of economics, the authors surveyed 300 economics teachers as part of a larger survey they commissioned of 1,201 social studies teachers. Survey findings indicated that, although high school economics textbooks reflect a strong emphasis on core microeconomic and macroeconomic content, economics teachers placed a much higher value on personal finance and consumer education. Surprisingly, it was found that the majority of economics teachers do not seem to place much importance on international economics. (Contains 4 tables and 4 notes.)