This study explored the interaction between teacher style and student achievement. A secondary aim of the study was to develop an instrument to rate teacher knowledge and understanding of instructional theory and practice as they affect student achievement. The Student Perception of Teacher Style (SPOTS) scale was administered to 504 sixth-grade students. Dependent variables were achievement test results as measured by the Canadian Test of Basic Skills (CTBS). Students were classified by their perceptions of their teachers' instructional styles and by socioeconomic status. Teachers of the students in the sample were also rated with the Teacher Style Checklist (TSC) scale, and they also completed an instrument constructed for the current study, the Souster Teacher Opinion of Research in Education (STORE) scale. An analysis of variance revealed that students taught by teachers using an indirect instructional style did significantly better on the CTBS language, reading, and mathematics subtests. With further analysis of variance procedures, it was also determined that low socioeconomic groups did significantly better on the CTBS language subtest when their teachers used indirect instructional styles. Teachers who used a combination of direct and and indirect teaching styles had higher group mean scores than either the direct or indirect styles on the STORE scale. This report presents a review of the literature on teaching style and student achievement, information on the construction of the STORE scale, procedure and design of the study, findings and conclusions (including results of the testing of five hypotheses), and discussion and implications of the study. Twenty-eight tables present information gathered from the study. (Author/JD)