The fundamental differences in classroom social structure and the effect of teaching behavior on the unique patterns of classroom social structures were studied. Subjects included fifth-grade classrooms with female teachers in a small city school system. Eighteen classrooms with a total of 576 children fit these criteria. Instrumentation included sociometric variables rendered visible through the sociogram and teacher behavior variables measured by Flanders Interaction Analysis. The research confirmed that, in this sample, statistically significant relationships do exist between categories of verbal behaviors of teachers and patterns of peer relationships among their pupils. A broad spectrum relationship between direct and indirect teaching styles and peer relationship patterns was not confirmed. (A nine-item bibliography is included.) (MJM)