Experiments were conducted on five treatment groups of undergraduate students to determine the effect teacher/student interaction styles would have on the achievement levels of these students. The undergraduate students were administered mathematical achievement tests, after which the test administrators conducted fifteen-minute interviews. Each group received questioning on the same topics, but the interviewer response styles for each of the groups were different, reflecting a concentration on the following modes: (1) reflection, (2) identification, (3) questioning, (4) a composite of the first three, and (5) control (no interview). Upon completion of the interview, the interviewer assumed the role of teacher, instructing the group in a mathematical concept called the "star operation." Upon completion of the teaching sessions, the groups underwent a ten-minute "Star Achievement Test" and, under the supervision of the project administrator, completed a Condensed Barrett-Lennard Test, measuring the group members' perceptions of understanding and respect shown by the interviewer/teacher toward them. Interpretation of data revealed no significant relationship between ratings on the Condensed Barrett-Lennard Test and the Star Achievement Test nor between response style and achievement. (MJB)