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National professional organizations have increasingly emphasized the need for active involvement of elementary school children in thinking, decision making, and problem solving situations. Educators are calling for role playing, writing, reading, drawing, and use of manipulatives, to name but a few activities, to become part of an integrated curriculum. In an effort to determine the needs of teachers in making the change from a more traditional methodology, this paper identifies best practices as characterized by professional organizations, and describes the characteristics of math, science, and social studies programs in eight states in the South and Southeast. A 17-item survey instrument was sent to 1000 teachers in grades 1-6, with 402 teachers responding. In line with the study objective–to identify characteristics of math, science, and social studies programs at the elementary level–the questionnaire addressed two areas: materials used for teaching and barriers to effective teaching. Tables 1, 2, and 3 present data for each of the subject areas regarding the types of materials used in the classrooms in addition to the textbook. Tables 4, 5, and 6 present data regarding areas which teachers view as being barriers to promoting an active learning environment. (Contains 13 references.) (JT)