The paper provides a review of research on the interrelationship of classroom management practices, motivational factors associated with the disposition to learn, and basic skills achievement. The underlying intent of this paper is to examine evidence relating to a potential conflict between a traditional-practices approach to basic skills instruction and "permissiveness" as defined by self-regulated learning and the promotion of a sense of personal effectiveness. Research and theory presented include reference to such topics as self-control, self-management practices, attribution theory, achievement-motivation training, and continuing motivation. (Author)