A study was made to determine to what degree teachers, trained in the use of the Hunter Instructional Model, appropriately used the skills and strategies taught by the model, and what influenced the application of the learned skills in the classroom. Fourteen first through fourth grade teachers in two elementary schools participated. The Instructional Skills Observation Instrument was used to measure the teachers' ability to apply four instructional skills: anticipatory set, instruction, guided practice, and independent practice. Each teacher was observed four times, twice teaching reading and twice teaching mathematics. The teachers then participated in three full-day inservice sessions, scheduled once a month, to be trained in the Hunter scientific teaching model. The training consisted of presentation of theory, modeling of the skills, practice with feedback, and on-site coaching. Subsequent observations indicated that the teachers as a whole were able to appropriately apply the skills and strategies they had been taught. Interviews, inservice evaluations, classroom observations, and field notes identified several intervening and school context variables that appeared to influence the application of the skills in the classroom. (JD)