A study was conducted to determine the effects of student locus of control on perceptions of and resistance to teacher influence attempts. Subjects, 302 college students, were provided with 22 sets of Behavior Alteration Messages and were instructed to rate on a 1-5 scale "how frequently your teacher uses statements of each type to get you to change your behavior in the classroom." Higher scores indicated greater frequency. To measure likelihood of resistance, students were asked to rate on the same scale how likely they would be to resist statements of each type if their teachers were to use them to change students' behavior in the classroom. Analyses of results suggests that locus of control is a significant predictor of students' selective perceptions of teacher Behavior Alteration Technique (BAT) for 14 of the 22 BATs analyzed. Externally oriented students, those who rely on outside forces to govern their behaviors, more often interpret teachers as more powerful people than do internally oriented students. Further research is needed to answer questions that arose as a result of this study. (DF)