The impact of Teacher Corps inservice training on classroom management and instruction is outlined. Various indexes and measures of presage and process variables are described and their probable influence on student achievement in reading and mathematics is specified in a series of hypotheses. The relationships of presage variables to process variables were examined by zero-order correlations. The possible generalization of training to the natural teaching styles of the teachers was tested with a correlated t-test. The influence of teaching models and classroom management procedures, as taught in the Teacher Corps inservice training activities, on the achievement of pupils was examined by multiple regression analysis. Results of the study are presented in both narrative and tabular form and the instruments used in the research are appended. (Author/JD)