A national sample of 53 elementary teachers and 34 secondary school teachers who provide Level III resource room service to learning disabled students was asked to complete a survey on program planning and implementation practices. Statistical analyses of responses revealed no differences of practical value between the practices of elementary and secondary level teachers; however, there was a great deal of variability within the responses of both groups. Results further indicated that aside from the initial development of the individualized education program, objective evaluation information generally is not used to make ongoing instructional decisions. (Author)