Four specific purposes were addressed in this study: (1) to identify models of classroom management and instructional management used by effective and less effective teachers; (2) to compare and contrast these models; (3) to compare and contrast a normative model of classroom management used in management training workshops with the models demonstrated by both trained and untrained teachers; and (4) to explore relationships among classroom management and student achievement variables, and academic and social participation task structure, interaction patterns, and instructional sequence patterns. The research design of the study incorporated a secondary analysis of data collected in an earlier study of the effectiveness of a program that trained secondary teachers in classroom managment. Descriptions are given of the historical context setting, sampling procedures, instrumentation, and data analysis procedures implemented in both studies. An analysis of study findings highlights the relationships between management and student achievement, the importance of planning and maintaining the management system throughout the year, and the importance of establishing and maintaining classroom rules. Implications for training and future research are discussed. References, figures, and data tables are appended. (JD)