Does the idea of ‘direct instructionl’s have positive or negative associations within teachersl’s minds? In this survey we sought to investigate the extent to which primary school teachers working in Adelaidel’ss northern suburbs (mainly lower SES) would relate to direct instruction as a viable teaching method in their professional work. Through approaches in school staffrooms, we distributed 190 questionnaires and had 58 of these returned via mail. A Likert-scale was used with 5 positive and 6 negative items, and a single factor resolution was evident. It was possible to identify 11 (19%) respondents exhibiting varying degrees of negative attitude, and 38 (66%) exhibiting varying degrees of positive attitude. Attitudes to direct instruction correlated positively with teachersl’s years of experience (r = .34), and with a checklist measure tapping actual knowledge of the components of direct instruction as described by Rosenshine (r = .65). Item analysis indicated a consistent pattern of generally positive orientation towards direct instruction, except in the case of one item, "Direct instruction is an effective method with all students", which elicited an agreement level of only 39%.