Although some research data support the view that a "caring learning community" is important to student outcomes, there is a lack of literature describing the administrative behaviors that create such a community. This paper describes findings of a study that identified the behaviors used by teachers to create a caring learning community. A survey was administered to three groups of graduate students in the Department of Educational Leadership and Foundations at the State University of West Georgia. The survey asked the graduate students to describe the behaviors they used to let students know that they care about them. The responses of the first group of students (n=116) were used to generate a list of caring behaviors. The responses of a second group of students (n=70) reduced the list from 30 to 26 behaviors. The final version of the survey was administered to a third group of students (n=99) to determine the number of factors measured by the caring behaviors and the usage frequency of the behaviors. The study identified five behavior categories that contribute to a caring school community: the ability to reduce anxiety, the willingness to listen, the reward of appropriate behavior, the conveyance of friendship, and the appropriate use of positive and negative criticism. Six tables are included. The appendix contains a sample of the survey. (LMI)