The final phase of a study investigating effective teaching behaviors for mainstreamed students involved 118 elementary teachers. Teachers provided information on mainstreamed students and a sample of students was randomly selected to represent classification categories (learning disabilities, behavior disorders, speech impairments, and hearing impairments). Classroom observations of 33 teaching behaviors and one attitude variable previously identified as characteristic of teachers effective with mainstreamed students were recorded and examined in relationship to student performance measures. Among the results were: (1) that the use of sustaining feedback correlated with social status, academic learning time, and a behavioral factor; and (2) low off task rate, incidence of intervention, and student transition time correlated significantly with reading achievement, academic learning time variables, and a behavior factor. Other teacher variables related to successful performance of mainstream students include responding supportively to students, asking questions which receive correct student responses, and producing a low rate of criticism. (CL)