This paper reports the results of a survey study of the perceptions of a small sample of teachers about the benefits of providing students with instructional choice. Instructional choice was defined as a conscious decision of the teacher to grant the student some degree of control over either the content or the activity of learning. Teachers in the study were selected because each was a participant in the Annenberg Rural Challenge, a rural reform initiative that promoted project and place based learning. Using an instrument developed to gauge teacher perceptions of instructional choice, the researchers found that this group of rural educators favored the provision of instructional choice as a mechanism for improving learning. The teachers also saw instructional choice as a positive factor in reducing disciplinary problems. The authors conclude that reform efforts to standardize curricula in the public schools should be mindful that provisions for instructional choice may still be perceived by many teachers as a valuable tool in instructional practice. (Contains 27 references and copy of survey.) (Author/SM)