A study was conducted in thirty-four sixth grade classrooms in order to examine (1) the effect of teacher behavior on pupil achievement and feelings of control; (2) how pupil characteristics affect teachers' differential behaviors toward different pupils; (3) how the effect of teachers' behaviors on pupils varies according to pupil characteristics; and (4) how changes in pupils' attitudes and expectancies mediate their changes in academic performance. Included in this report are the results of pupil achievement and personality tests (administered three times during the school year) and data from coded observations of teacher pupil interaction. The sample of pupils for which data are analyzed included black and white children of both sexes and different levels of internal and external control. Results are presented in separate chapters on teacher judgments of children, teacher behaviors, the relationship between teacher judgment and behavior, and teacher locus of control. This study also highlights ways that teacher behaviors and pupil characteristics may interact to hinder rather than to facilitate a pupil's learning. (Author/GC)