Part of the Evaluation of Teaching Project (EOTP), this research report uses statistical analysis to examine: 1) whether students who had an opportunity to learn classroom material differ in posttest achievement from those students who did not have sufficient time to learn, 2) whether the relationships between teacher behaviors and student achievement differ for different pupil-ability groups, and 3) whether teacher behavior characteristics are related to pupil achievement for students with the opportunity to learn. Thirty-two fifth grade classes were pretested to determine their high, middle, or low learning ability. The 950 students were then taught from the same curriculum guide, rated by their teachers on their opportunity to learn, and tested. It was also found that teacher behavior is an insignificant variable in the prediction of student achievement. Discussion of data and evaluation problems and statistical charts are included. (CJ)