This study, carried out in connection with the 1971-72 field test of the "Developing Mathematical Processes" program, was an investigation of relationships among the teacher characteristics, teaching behaviors, and criterion-referenced student performance in mathematics. Students in 15 class samples of size six, along with their teachers, were the participants. Twenty-two significant relationships were identified among the dependent variables (teacher characteristics) and the criterion variables (teaching behaviors). Membership in a multiunit school and the structuring comments of a teacher significantly influenced student level of mastery on a DMP criterion-referenced Topic Inventory in a positive direction; the verbal behavior of a teacher significantly influenced student level of mastery in a negative direction. (MNS)