Self-evaluation procedures are of concern to at least two major groups of instructors in the biological sciences. The first group is represented by the professor with considerable teaching experience who believes his teaching could be more effective with increased attention to a diagnosis of what he is now doing and to a consideration of possible changes he should consider making. The second major group of instructors interested in diagnostic and improvement procedures is made up of the large number who are new to college teaching and perhaps to any teaching experience. Those in this latter group are quite numerous in many colleges due to the recent influx of college students and the consequent need for many more college instructors. There are numerous approaches available to the instructor who wishes to improve his teaching. He can rely on his own incidental observations of his teaching behavior and of students' behavior followed occasionally by minor adjustments in procedures. Such an approach is characteristically based on an intuition or a feeling that all is not as it should be in the classroom followed by random stabs designed to produce improvement. A more thoughtful and constructive approach involves the use of one or more tools or procedures to help diagnose possible areas for improvement in the teaching-learning situation. Such systematic analysis of teaching strengths and weaknesses can result in careful planning followed by actual tryout of steps designed to produce improvement. In this paper are listed a large number of self-evaluation tools together with a description of some features of their use by biological science instructors. More specifically, the purposes of this descriptive report are: 1. To indicate tools which a biological science instructor can consider utilizing in his efforts at self-evaluation of his instruction. 2. To suggest procedures which a head of a biological science department or a dean of instruction may wish to encourage his staff members to use. 3. To show self-evaluation tools which have been most used by a sampling of biological science instructors. 4. To picture the ratio for each tool of successful/unsuccessful use by the sampled biological science instructors. 5. To indicate with which self-evaluation procedures biological science instructors have shown most interest in experimenting for the first time. 6. To depict how biological science instructors compare with instructors in other fields in the past use of and in the desire for future use of self-evaluation procedures.