The need for mathematics teachers to incorporate instruction in problem-solving skills into the curriculum is discussed. Results of a study of problem-solving instruction in the classrooms of nine seventh grade teachers are briefly noted. There were significant differences between the teachers in how they planned, organized, and delivered lessons, but there was little difference between regular lessons and problem-solving lessons. Moreover, students showed little improvement in problem solving. A complete description of the study is included. How the teachers taught is described in some detail. Implications are discussed in terms of organizational style, problem-solving content, and other teaching methods. Several figures and tables are supplied. (MNS)