This study was an investigation of the socio-psychological or affective "side effects" of social issues instruction. Specific student behaviors and responses were measured and evaluated. First, student evaluations of teachers and classes (appreciation, perceived value, and logical benefits in critical thinking) were measured. Secondly, relationships between a selected group of demographic, attitudinal and perceptual characteristics (of the teacher, the class, the students-based on attitude and congruence theory), and, these measured evaluations were explored. Directional hypotheses were set only for testing the students and teachers views of: the offered topics (controversiality, pertinence), opinion expression, and teacher role and technique. The degree of congruence was established between individual students and teachers regarding attitude and perception. Finally, the theoretical relationship between congruence and student reactions to their classes and teachers were tested. The data for this study was based on the original probability sample described in volume 1. Findings indicated favorable student evaluation, but, perception was signigicantly influenced by the demographic, attitude, perceptual characteristics, and the degree of congruence. Teaching implications were given. A related report: SO 000016. (SE)