Two major reasons for this research are given: to examine the influence that training in Glasser's techniques of Reality Therapy and Class Meetings has on teacher and student behaviors; and, to investigate the relationship between teacher affective behaviors and student behaviors, i. e., on-task behaviors, absences, and disciplinary referrals. Eight elementary school teachers received training in Glasser's techniques while eight comparison teachers acted as the control group. The six-week training module is described in this report. Following training, the classrooms of the participants were observed for positive, neutral, and negative factors on verbal, physical, and facial behaviors. Students were observed for work behavior in the classroom. Absences and referrals to the principal were obtained for the three weeks preceding and following the training. Results indicated little significant difference between the affective behaviors of teachers on student behavior in the classrooms of those teachers who received the training and those who did not. (JD)