The study explores the effect of the teacher's personality on the evaluation of students. The personality concept applied here, internal vs. external control of reinforcement, has evolved out of Rotter's social learning theory; internals (I's) tend to feel that they control their own destiny while externals (E's) tend to see forces beyond their control as being factors which determine the occurrence of reinforcement. Female fourth, fifth, and sixth grade teachers were subjects for the experiment and were classified as internal or external on the basis of their scores on Rotter's (1966) I-E Scale. After observing a video-tape of a boy performing Crandall's (1963) angle-matching task in either an ascending or descending pattern, they evaluated him as to performance recall, performance prediction, intellectual quotient, and academic achievement. Both internal and external teachers exhibited a primary effect on performance recall. The findings suggest that teachers may be influenced more by a student's initial performance than by more recent performance on his part. (Author/SES)