Seventeen selected research studies relating student learning with teacher characteristics and personality in grades 7-12 science classrooms are reviewed. Methodology, objectives, and major findings of the 1960 "Teacher Characteristics Study" and short summaries of nine additional studies are considered in the first section dealing with general studies on the topic. Seven studies reviewed in the second section focus on individualized science programs in general and the Intermediate Science Curriculum Study (ISCS) in particular. It is concluded that: (1) very little is known for certain about the relationships between teacher characteristics and personality, and teacher effectiveness in the classroom; (2) since the literature indicates that teachers who have received special training in conducting individualized science instruction will be more effective in facilitating student learning, science teacher training programs should include experiences with this instructional strategy; and (3) further research is needed to investigate relationships between teacher factors and student variables other than achievement. (Author/JN)