During the past 60 years, jazz music has slowly become recognized as a genre worthy of study in high school music programs throughout the United States. Only a few researchers have analyzed large samples of jazz-related instruction in instrumental music programs, and of these studies no data were collected to investigate the inclusion of jazz in Florida high school instrumental programs or the background in jazz of directors in these programs. Therefore, the purpose of this study was to gather data on high school-level instrumental music programs in Florida and the band directors associated with these programs in an attempt to answer the following research questions: (1) What is the current status of instrumental jazz course offerings in Florida high schools? (2) Is there a relationship between the status of jazz course offerings in Florida high schools and demographic data of the programs or the directors who teach in these programs? (3) Is there a relationship between the status of jazz course offerings in Florida high schools and the band directors' experience with and training in jazz? Florida high school band directors (N = 239), representing a response rate of 46.5%, replied to an online survey instrument containing 21 comprehensive questions. Demographic data of participants and the programs they were directing, as well as questions associated with their training, experience, opinions, and attitudes toward jazz-related instruction were cross-analyzed quantitatively. The findings of this study revealed that many Florida high school music programs (38.5%) do not offer students opportunities in jazz music and that these programs parallel deficiencies found in schools in other states. The data gathered from Florida high school directors and programs suggest that a teacher's actual or perceived level of training in jazz genres, most notably through performance experience, is the greatest factor in the presence of jazz-related courses in high school music programs. Additionally, teachers' degree of jazz performance experience or training may have a considerable influence on their level of anxiety and comfort with jazz genres. Directors' lack of background in jazz inhibits the potential for jazz-related courses to be included in high school programs; thus, limiting the musical experiences of the students they teach. Data also suggest that teachers may be more willing to initiate courses in jazz if they were required to or were offered the opportunity to participate in jazz ensembles during their teacher preparation. To facilitate such participation, a college-level jazz ensemble that is specifically designed for the experience and pedagogical needs of future music teachers, in a non-intimidating and positive atmosphere where appropriate literature is performed at a high level, may be helpful to music education majors. Additionally, jazz may be more widely understood and appreciated if current and future school instrumental music teachers strive to provide opportunities in jazz instruction and performance to as many students as possible. Such an endeavor can be accomplished by incorporating an appropriate balance of ensembles and courses in their program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]