The relationship between classroom characteristics and student perceptions of differential teacher treatment in elementary classrooms was examined. Teacher treatment was found to be unrelated to openness of classroom structure. In all classrooms, teachers gave more negative feedback, direction, more orientation to work, and rules to low than to high achievers. Teachers showed greater expectations, and presented more opportunities and choices for high achievers. Teachers varied in the amount of perceived differential treatment shown with both high and low achievers. They also varied in both the amount and direction of supportive help given to high and low achievers. (Author/JD)