This research report examines various teacher and student behaviors and their effects on academic achievement. Pupil achievement levels were assessed before and after observing and recording teacher and student behaviors occurring in the classroom. Correlational data was collected from these classroom observations and program evaluations. The first half of the report detailed research limitations, cognitive and affective aspects of learning, socioeconomic status as a predictor of achievement, teacher functions, and a conceptual model for examining pupil experience. The second half interpreted the research results. Factors having a positive correlation to student achievement were time, student participation and cooperation, direct teaching methods, praise, teacher use of evaluative feedback, establishment and implementation of reasonable conduct rules, clarity, and small group instruction. Among the negative achievement factors were indirect teaching methods, belittlement of pupils, peer pressure control, and unsupervised individual and small group work. Final conclusions, references, and tables follow the report. (CJ)