Data analyses and interpretations presented in this report were obtained from a national data set collected for "A Study of Schooling." Elementary teachers (N=286) responded to a questionnaire asking them to indicate the extent to which they agreed or disagreed with 12 statements of educational beliefs concerning teacher control and student participation. A typology of educational beliefs was developed. Teacher groups were described as "autocrats,""strategists,""laissez-faires," and "democrats." Classroom process variables were selected for comparison with the four teacher belief types from perspectives representing three domains of the classroom curriculum --the instructional (teacher perspective), operational (observer perspective), and experiential (student perspective). The investigation focused on how teacher belief types differed in the preactive behaviors (i.e., goals, intentions, decisions) and their interactive behaviors (i.e., instructional methods, grouping arrangements, use of time, classroom leadership, and affective behavior). Student perceptions were used to assess the classroom learning environment. The findings support the notion that teachers' educational beliefs have a distinct bearing on their teaching behaviors and thereby on their teaching effectiveness. Questions are raised concerning teacher beliefs and their relationship to methods of teacher selection, education, and evaluation. Implications are discussed. Ten pages of references conclude the report. (Author/JD)