A study of 52 teachers of grades 1 thorugh 4 from 18 schools in an urban setting indicated that teachers functioning at higher conceptual levels did not seek more information and resources than teachers functioning at lower levels, but appeared better able to identify optimal sources of assistance and the most direct routes to resources. The study involved establishing teachers' conceptual levels by having the subjects complete paragraphs on given topics (the Paragraph Completion Method). The paragraphs were analyzed to determine the degree of differentiation the subjects made among the concepts involved and the degee to which those concepts were integrated. The teachers also completed questionnaires and submitted to interviews concerning their use of supervisory services and participation in professional development activities. The study failed to find significant relationships between teachers' conceptual levels and (1) the frequency of their requests for direct assistance services, (2) the variety of direct assistance services sought, (3) the specific services sought, (4) the location of resources sought for instructional improvement, (5) the use of a variety of resources from a variety of locations, and (6) the teachers perceptions of the availability of assistance. Conceptual level was related to the number of informal professional development activities in which teachers engaged. (PGD)