The classroom, with its complex social structure and kaleidoscope of cognitive and phycho-sociological variables, has not often been the object of serious research. Content area specialists have concentrated on the sequential organization of materials and have left the direct applications of these materials, either to the intuitive strategies of the teacher or, at best, to the imitation of a master teacher. Consequently, the essence of teaching has remained a mystery and we often hear the statement that teaching is an art. It certainly is, with all that statement implies. There are very few true artists (as with other artistic endeavors) and even the great artists cannot tell others how their own success came about. Praises are heaped upon our great teachers and professors at the end of their careers but a large part of their greatness as a teacher dies with them, and will continue to do so until the character of their effectiveness can be more objectively described. This investigation is designed to help define further the teaching process as shown in a series of Biological Sciences Curriculum Study (BSCS) biology classes for superior students.