Teaching style of junior and senior high teachers was investigated through student perceptions of "good" and "bad" teachers. Nearly 500 sets of unstructured, raw student comments were content analyzed from a communication standpoint. The four major dimensions of the communication framework were: Social Aspects, Presentation, Expressive Aspects, and Credibility. The most frequently noted teacher communication behavior on all levels for both "good" and "bad" teachers was Social Tone. On both levels, for "good" and "bad" teachers, Practical Experience was last ranked in frequency of student mention. Presentation was the first ranked dimension on all secondary levels, while Expressive Aspects was the least cited dimension of teacher communication behavior. For bad teachers Credibility and Social Aspects changed second and third places by narrow margins, while the Social dimension was ranked second for all good teachers. Summed scores of Credibility and Social dimensions were very close in all levels of data. Distinctive style descriptions were drawn up for both "good" and "bad" teachers on both secondary levels. Directly quoted student comments were used as style descriptors. Comparisons were drawn between data from this study and the college level study of Jarett. (Author/CK)