These case studies of nine elementary school teachers explore possible relationships between teacher mood and supportive instructional behavior. Each case study is presented in three sections. Section One examines the context of the classroom being observed. Included are descriptions of the schools and their environs, characteristics of the teacher, information about the students, and a description of the teaching-learning environment. Section Two reports analysis of the data in relation to the questions undertaken in the study. Conclusions are drawn in the third section. (JD)