The degree to which perception and behavior are incorporated in geography instruction and the attitudes of geographers towards perception and behavior in contemporary research are examined. In 1981, a survey was mailed to 332 undergraduate and graduate departments of geography in the United States. The 174 respondents provided data as follows, listing: (1) the frequencies at which teachers of various topics implement perception and behavior in their teaching; (2) the course and departments placing the most emphasis on perception and behavior; (3) the perceptual and behavior topics taught; (4) an evaluation response to questions to determine the status of perceptual and behavioral utilization in current geographical literature and instruction; (5) specific strengths and weaknesses considered inherent to perceptual and behavioral research; and (6) responses to semantic differential items on perception and behavior as a check against the write-in responses. Foremost among findings concerning courses best suited as vehicles for instruction using perception-behavior were human, urban, cultural, and economic geography; natural hazards was the most common topic taught, followed by economic decision making, resource conservation and management, and cognitive maps. (LH)