This paper examines the effects of a teacher's classroom utilization of certain means of social influence or bases of social power (reward, coercive, referent, legitimate, and informational) upon: (1) level of student compliance, and (2) attitude of the student toward the teacher. A total of 588 white, middle-class fourth, fifth, and sixth grade students participated in the study. The findings revealed significant differences in both student compliance (cheating) and attitude as a function of power base strategy. Coercive power produced both the highest amount of compliance and the most favorable attitudes. A significant positive correlation was obtained between student compliance and attitude for the six treatment groups utilized. Precautions concerning the interpretation and possible application of the findings are noted. (Author)