Teachers' perceptions of the effectiveness of thirty teaching techniques were examined through responses to a questionnaire. Participating teachers were 424 elementary, junior high, and high school teachers in a school district in western Pennsylvania. The schools were classified as inner-city, other-city, and suburban. The data were analyzed by race of teacher and type of school. It was found that black teachers and white teachers differed significantly on items concerning: (1) effective types of educational objectives; (2) student performance on tests; (3) degree of structure in learning environment; (4) students' ability to reason; (5) effectiveness of curriculum based on student abilities and student interests; (6) homework policies; (7) work assignments; (8) placing students in classroom groups; (9) lesson planning ideas; (10) student motivation; and (11) effective teaching methods. On some items, teachers' opinions tended to differ according to location of school: (1) test format and student performance; (2) student evaluation; (3) curriculum based on student abilities and student interests; (4) student skills; (5) use of audiovisual materials; (6) lesson planning ideas; (7) student activities; and (8) student placement in groups. (FG)