The paper is the third of a series of working papers developed by a project which conducted a cooperative study of existing student study team (SST) processes in nine California special education local plan areas. The working papers augment the final report by providing detailed descriptions of the methods used and the preliminary findings. This paper presents tables from survey data received from 30 schools. After introductory material and lists of common descriptors of student problems and instructional modifications, the tables present the following information: purposes of school study teams (rank ordered); student problem characteristics (rank ordered); ranked student characteristics of immediate referrals for special education assessment; SST participants (e.g., resource teacher, principal, parents, classroom teacher); resources available to SSTs rank ordered (e.g., teacher time, teaching materials); SST group processes used (e.g., individual discussion/group decision). (DB)