This paper discusses current practices in the use of communications technologies to deliver distance instruction as they were reported by respondents to a survey of 70 postsecondary educational institutions in the United States. Results of the 1987 survey indicate that non-interactive open-broadcast television, cable television, and videocassettes were used to a greater extent than any other media to deliver instruction. Television was thought to be an effective delivery medium in all of the subject areas in which it was used, and also the most popular medium among the students. To integrate television components with other parts of the course, pre-broadcast notes and after-viewing follow-up exercises were used, as well as exercises that required students to respond during transmission. Responses also indicated that helpful student support services for television delivery included study guides, faculty telephone office-hours, individualized feedback from the faculty, phone calls initiated by the faculty, and student access to public or college libraries. The major barriers reported to the use of television for distance instruction were production and distribution costs, faculty resistance to television instruction, and lack of institutional support. Data are presented in both narrative and tabular formats. (Author/DB)