This paper reports on a study which compared the background and teaching methodology of high school psychology teachers who label their courses either "humanistic" or "behavioristic." A sample of 154 humanistic and 119 behavioristic psychology teachers in Illinois provided data about variables including extent and kinds of professional and academic training they had received; make-up of the high school psychology classes they currently taught; objectives, content, and teaching methodologies of their classes; and types of audiovisual materials they preferred. Of a total of 114 variables examined, the teachers differed on only 14 variables. These data are very similar to results of previous studies in other states. Conclusions are that secondary school psychology teachers have articulated no clear framework for distinguishing between humanistic and behavioristic principles or methods. Another conclusion might be that teachers seek labels for their courses that are most comfortable for themselves or that they believe their schools' administration would most accept. (Author/AV)