This report is based on an analysis of 181 completed questionnaires, which sought information on the following: overview of the teachers / schools involved; the philosophy program in the school; the philosophy curriculum in the school; allocation of teaching time in philosophy; teaching and learning in philosophy classes; evaluation / assessment and reporting; professional development and support for teachers of philosophy; and flow-on effects from teaching/learning philosophy. The report concludes with guidelines for further work. [Introduction, ed]