This article explores the behavioural strategies adopted by a sample of teachers in Japan. The data for the study came from a total of 298 Japanese students who were invited to evaluate teacher behaviour by using the Student's Teacher Evaluation Questionnaire. The sixteen-item questionnaire was adopted from Paisey (1975), who had conducted similar research in the United States and the United Kingdom. The findings of the study reveal that teacher behavioural strategies did not show homogeneous characteristics, differences occurring according to the subject taught by the teacher, the sex of the teacher and the sex of the student. In addition, the behavioural strategies of teachers as assessed by their students correlated positively with the student's end-of-year examination results. These findings, in a very different setting, generally confirm the original research. (Contains 8 tables.)