Hypotheses that student personality, teacher needs, and instructional modes are related were tested and supported. Five elementary schools, 60 teachers, and 150 fourth-grade students participated in this study. Three instruments, Organizational Climate Description Questionnaire, Edwards Personal Preference Schedule, and the Children's Personality Questionnaire, were used to assess instructional mode, teacher needs, and student personality. Multiple discriminant techniques were used to analyze the data. The magnitude of the relationships supported the hypotheses tested and gave rise to the hypothesis that instructional mode influences student personalities through the interaction of the mode and teacher needs. (Author)