The question addressed in this research report was, "What relationship exists between the mood of the teacher and the teacher's classroom instructional behavior, especially that which is supportive in nature." Three urban, three suburban, and three rural second grade teachers were the subjects of the study. A description is given of the teachers, their classrooms, and the school environments. The methodology of the research project is explained and descriptions are provided of supportive and nonsupportive instructional behaviors in each teacher's class. Comparison of data for all teachers and lessons observed is presented in tabular form. Discussion and implications of the study for the teacher, administrator, teacher educator, and researcher are included. Appendices include samples of the questionnaire used in the study. (JD)