This paper presents a brief overview of the 1972 image of open classroom education, suggesting movement beyond the awareness level of the educational, psychological, and philosophical foundations. Seventeen essential components, composing the operationally successful classroom, are presented. The roles of the teacher in an open classroom include a cooperative facilitator, sympathetic supporter, resource person, a diagnostician, and an available and knowledgeable aid in the child's pursuit of education. Twelve responsibilities of teachers in the open classroom environment are pinpointed. To evaluate individual response to open education, a section of Roland Barth's dissertation, "Open Education," is presented; 29 statements concerning children, learning, and knowledge indicate potential teacher success. Thirteen expectations for a child in an operationally successful open classroom are presented. Successful implementation is, however, a gradual process. When classroom procedures become more consistant and the definition of roles and goals clarified, the teacher will begin to observe a smoothness of procedure and concrete evidence of learning and growth. The paper concludes with thoughts on common misconceptions concerning open education. A 31-item bibliography is included. (MJM)