This paper investigates the causes, effects, and potential situational improvements of instructors who teach outside their primary area of specialization. The study concentrates on economics and, specifically, the Economics Education 14-16 Project, which utilized a nonspecialist classroom approach. This document contains: (1) classroom observations; (2) interviews with teachers, faculty heads, and advisors; and (3) a questionnaire sent to 29 economics or business studies advisors in the southern part of England. Results indicate that: (1) the research is difficult to quantify; (2) the term nonspecialist requires further definition; (3) specialists may be needed at upper grade levels; (4) teachers should be trained in broad teaching areas; (5) nonspecialists offer links with other subjects; (6) specific problems faced by nonspecialists should be identified; (7) nonspecialists benefited from good teaching resources; and (8) a range of perceptions about nonspecialists exists. Future research suggestions, tables, and a 78-item bibliography are included; and appendices provide a list of colleges involved in the study, the interview schedule, and the questionnaire. (JHP)