The purpose of this study is to analyze the relationship between the theories of B.F. Skinner and Carl R. Rogers. In sections 2 and 3, the author discusses the Skinnerian and Rogerian theories by selecting and explicating key elements and delineating the general, comprehensive, theoretical position of each. Sections 4 and 5 present each man's thoughts on education. Chapters 6 and 7 infer some of the issues and problems if each theory were accepted totally and applied to a real social setting. Chapter 8 contains conclusions and implications of the study. The main conclusion is that both Skinner's and Roger's models have their merits, but an educator cannot value both of them equally without creating an inconsistency within his professional practice. A reasonable approach might be to consider either set of theories only in selected and limited educational situations. (Author/DE)