Tendency to structure and authoritatively control the learning experience of students was measured in 10 freshman English professors. Need for control and structure was measured in 142 of the students of these teachers. Students who needed structure most performed significantly better (in terms of grades) when they happened to get with 1 of the 5 teachers who tended to structure and control most. Students who needed structure and guidelines least were not as differentially influenced by the 2 faculty groups, although they performed best when they happened to get with 1 of the teachers who tended to structure and control least. It is believed that ability was successfully controlled, since ACT English ability scores did not vary significantly from group to group; therefore, the differences in performance cannot be explained as ability differences. (Author/HS)