Pupil profiles were presented to teachers which varied on the Social Class (MC/LC) and IQ (131/93) information they contained. Half the Ss (committed condition) completed a questionnaire after reading the profile but prior to working with a child confederate on a task. All Ss completed a questionnaire on the child confederate after the task. On both questionnaires adjective ratings showed few Social Class differences. However, Ss predicted that the LoSES pupil would obtain less education and his parents were rated as less interested in his education and desiring less education for him. The effect of Social Class on teacher behavior varied as a function of Commitment: in the Uncommitted condition the LoSES pupil received a greater percentage of Positive Affect Statements; in the Committed condition the HiSES pupil was favored. (Author)