THE ASSUMPTIONS OF THIS REVIEW OF STUDIES WHICH EVALUATE TEACHER STYLE AND VERBAL BEHAVIOR AS IT RELATES TO PUPIL ACHIEVEMENT ARE (1) A PUPIL'S LEARNING IS A FUNCTION OF THE INSTRUCTION HE RECEIVES, (2) TEACHERS ARE DIFFERENTIALLY SUITED TO CERTAIN GROUPS, AND (3) DISADVANTAGED CHILDREN NEED TEACHERS WITH SPECIAL TRAINING. IT IS NOTED THAT, IN TERMS OF DECREASING PROFICIENCY, PUPILS HAVE BEEN DESCRIBED AS "STRIVERS,""CONFORMERS,""OPPOSERS," AND "WAVERERS," AND TEACHING STYLE HAS BEEN TERMED "SELF-CONTROLLED,""TURBULENT," AND "FEARFUL." A HYPOTHETICAL MODEL FOR THE DISADVANTAGED PRESENTED HERE STRESSES (1) THE NEED FOR MUTUAL RESPECT AND UNDERSTANDING, (2) A REALISTIC APPRAISAL OF THE ENVIRONMENTALLY BASED, EMOTIONAL AND ACADEMIC PROBLEMS OF STUDENTS, AND (3) THE KNOWLEDGE THAT STANDARD TESTS MEASURE CURRENT ACADEMIC ACHIEVEMENT AND ABILITY, AND NOT INNATE INTELLIGENCE. TO UPGRADE ACADEMIC LEVELS, THE TEACHER SHOULD ESTABLISH A BUSINESSLIKE RELATIONSHIP WITH STUDENTS WHICH COMBINES WARMTH, GOOD PEDAGOGICAL TECHNIQUES, AND AN EXTENSIVE KNOWLEDGE OF HIS SUBJECT. THE SUCCESSFUL TEACHER SHOULD BLEND ORDER WITH FLEXIBILITY, AND HIS TRAINING, IN ADDITION TO CONTENT MASTERY, SHOULD INCLUDE (1) THE USE OF SOCIAL WORK AND BEHAVIORAL SCIENCE FINDINGS TO DEVELOP NEW CURRICULUMS AND (2) INSERVICE EXPERIENCE IN THE DEPRESSED AREAS IN WHICH HE WILL WORK. THIS ARTICLE WAS PUBLISHED IN THE "MERRILL-PALMER QUARTERLY," 1964. (NH)