A number of administrative and instructional problems arise from the fact that many children continue to be taught by persons who do not hold regular teaching certificates. The two-fold purpose of the study summarized in this report was to discover ways to assist these provisionally certificated teachers to obtain a regular certificate and to reduce the need for provisional certification in the future. The two groups of people most directly affected by certification policies of the State of Illinois (school superintendents and provisionally certificated teachers) were asked to respond to a questionnaire which asked the following four open-ended questions: (1) What could the Office of the Superintendent of Public Instruction do to assist provisionally certificated teachers in obtaining regular certificates? (2) What could the teacher preparation institutions do? (3) What specific courses would be most useful? and (4) What alternatives to the current certification system would you suggest? Among the major findings of the study, based on analysis and classification of responses, were: that views of both teachers and superintendents were highly convergent; that fulfillment of the student teaching requirement is perceived as the number one problem; and that improved counseling programs, increased flexibility in student teaching and graduation requirements, and greater interinstitutional cooperation in both immediate and long-range planning are essential. (A related document is SP 003 582.) (JES)