Following deCharms' theory of personal causation and Harvey's conceptual systems approach to cognitive complexity, it was hypothesized that the manner in which teachers choose to promote motivating classroom climates is a function of the systems teachers use to substantiate their own beliefs. A focal concept was the degree to which students are invited to originate and participate in classroom activities. Thirty-nine teachers participated in the project that demonstrated that teachers' beliefs systems significantly affect the manner in which they interact with their students, the degree and types of influence students have, and the resultant climate created. (Author)