The second phase of a three-part research and development plan, this study investigated the relationship between teacher performance on the Black English Tests for Teachers (TTBE) and specified sets of teacher behaviors and pupil achievement as measured by curriculum-specific tests in language arts. The study involved 27 teachers from two schools and their 256 black students. In addition to participating in the TTBE, teachers were evaluated on video tape according to frequency of utterances devoted to specific classroom behaviors (such as explaining and questioning) and frequency of three classroom events: error and confusion, directly relevant teaching, and indirectly relevant teaching. The students involved were pre- and posttested on the same curriculum-specific test. Results of the study indicate that in the first school there was a significant correlation between modeling in instruction and pupil achievement. In the second school, only teachers with the highest and lowest pupil achievement in their classes were evaluated on the frequency of behaviors instrument. Here, results show that the lower group of teachers ranked significantly higher in errors and confused communication as well as in teaching behavior indirectly relevant to the lesson goal. (MAI)