This monograph describes the formal qualifications of the teachers currently teaching in public high schools and notes the variations of qualifications among schools with different characteristics. A survey of an average of 30 randomly selected teachers in each of 340 comprehensive high schools obtained information on: (1) the number of college courses completed in the teacher's primary subject (PS); (2) whether the PS was a major or minor in college; (3) whether or not the teacher was certified in the PS; and (4) years of teaching experience. Results of the survey indicated: (1) there was a rather impressive level of formal qualifications, overall and subject by subject; (2) the highest levels of qualifications were in the humanities, followed by science, mathematics, and social sciences; (3) the ethnic status of the student body had little relation to the level of teachers' qualifications; (4) the biggest differences in teacher qualifications across school types were between schools that send relatively many students to college and those that send relatively few; and (5) the least qualified teachers were spread fairly evenly across all types of high schools. Survey data are displayed in tables. (JD)