This research examines trends in the noncompensation aspects of collective bargaining by teachers, the factors responsible for these trends, the nature of the negotiations process itself, institutionalization of contractual provisions, and dependence on past practice and political action as alternatives to collective bargaining. The study was divided into two phases: a quantitative analysis of teacher contract data from a national sample of school districts at two time periods (1970 and 1975) and intensive fieldwork in 15 of these districts. The phase 1 analysis indicated that, generally, teacher organizations first bargain over and obtain increases in salary and fringe benefits, then move on to working conditions and job security, and finally to issues of educational policy. Phase 2 indicated that as the collective bargaining process has matured, it has become more professionalized with negotiations conducted largely by professional negotiators on each side. The paper concludes that collective bargaining does not affect significantly either classroom operations or the quality of educational services that teachers provide to students. (Author/LD)