The reported level of use of eight instructional strategies in a sample of 531 special educators in the Czech Republic was examined in this study. Consistent with recent parallel studies in North America and Australia, the respondents reported that they used a combination of evidence-based instructional practices (such as direct instruction and applied behaviour analysis) and other practices that may be considered unproven or disproved (such as perceptual motor training and modality instruction). The details of the pattern of use of strategies differed from previous parallel studies including relatively high levels of use of perceptual motor programmes, possibly reflecting local historical factors. Overall, the results support the conclusion that commitment to evidence-based instruction has only partially permeated special education practice and provide a baseline for monitoring future change. (Contains 6 tables and 2 figures.)