This study sought to determine whether students who perceived their teachers as more effectively providing facilitative conditions (warmth, empathy, genuineness, and concreteness) achieved greater language arts gains than did students who perceived their teachers as being less facilitative. A statistically significant difference was found in language arts gain between students who, as a class, perceived their teachers as providing high levels of the facilitative conditions and those students who perceived their teachers as providing low levels. This difference favored students of teachers who provided high levels. Differences in language arts achievement gain for individuals regardless of class assignment were not significant, though they were also in the predicted direction. (Author/AA)