A study was designed to assess the change in teacher attitudes and methods and student attitudes and achievement as a result of a Teacher Self-Appraisal Inservice Program which included workshops on behavioral objectives, principal-directed teaching skills sessions, and training in Flanders' Interaction Analysis and Roberson's Self-Appraisal. Throughout the year six videotapes were collected on each of 20 teachers; they were coded and interpreted and teachers provided with feedback. Statistical tests were conducted at the end of the year to determine if any significant changes took place in the following data: (1) I/D ratios using data from Flanders' system; (2) percent of time spent in categories 1, 2, and 3 of Flanders' system, in encouraging verbal and nonverbal categories of Roberson's system, in closed method of teaching as opposed to open method of teaching in Roberson's system; (3) student and teacher attitude test scores; and (4) pre-post scores on reading tests, on a semantic differential scale, and on Edwards' Personal Preference Scales. Implications of the findings are that (1) such a program increases the reading achievement of disadvantaged children; (2) writing behavioral objectives at all cognitive and affective levels seems to bring about more change in teacher methods than does training in classroom observation systems; and (3) a teacher's attitude toward the organizational climate of a school may be affected by whether or not he understands the feedback he receives concerning teaching. (JS)