The Arizona Essential Skills states that development of problem-solving ability is the top priority of mathematics education. This study presents results of a survey of 744 K-8 teachers--631 females and 113 males--designed to investigate the current nature of mathematical problem-solving instruction in Arizona K-8 classrooms and the extent to which these practices reflect the National Council of Teachers of Mathematics' recommendations about problem-solving instruction. The results are organized by sections, based on groups of questions on the questionnaire. Each section includes a table of the mean responses by grade level for each item, a brief explanation of the instructional practice that was the focus of each item, and a brief summary of the section results. Section topics include: (1) instructional strategies; (2) sources of word problems; (3) teacher assessment of selected factors in problem solving; (4) usefulness of selected problem-solving strategies; and (5) statements about problem solving. The study concluded that the teachers responding to the survey were in alignment with the current recommendations for mathematics instruction and confident in their problem-solving ability and instruction. (MDH)