THE EFFECTS OF DIFFERING TEACHER CHARACTERISTICS AND OF VARIOUS STUDENT CHARACTERISTICS UPON LEARNING IN COLLEGE WERE MEASURED BY AN INSTRUMENT CALLED THE "CRITERIA TEST," WHICH CONTAINED SUBTESTS FOR MEASURING SEVERAL LEVELS OF COGNITIVE COURSE OUTCOMES AS FUNCTIONS OF INTERACTIONS AMONG METHODS OF TEACHING, TEACHER PERSONALITY, AND STUDENT PERSONALITY. SIXTEEN OBJECTIVES OF AN UNDERGRADUATE, GENERAL PSYCHOLOGY COURSE WERE TO BE USED IN THIS EVALUATION. ONLY NINE OF THESE, HOWEVER, PROVED TO BE OF SIGNIFICANT IMPORTANCE AFTER OPINIONS WERE GATHERED FROM PSYCHOLOGY INSTRUCTORS THROUGHOUT THE UNITED STATES. AVAILABLE DATA WERE ALSO COLLECTED ON SOME SPECIFIC TEACHING METHODS AND THE ACHIEVEMENT MOTIVATION, AFFILIATION MOTIVATION, AND ANXIETY OF STUDENTS WHO WERE EXPOSED TO THEM. IN ADDITION, PERSONALITY MEASURES WERE ADMINISTERED TO TEACHERS AND STUDENTS, AND OBSERVATIONS WERE MADE OF STUDENTS' AND TEACHERS' RESPONSES IN THE CLASSROOM. ALL OF THESE FACTORS WERE USED IN THE MAKEUP AND ADMINISTRATION OF THE "CRITERIA TEST." AFTER EVALUATING ALL TEST INFORMATION THE INVESTIGATOR FOUND NO SINGLE VARIABLE OR COMBINATION OF VARIABLES TO BE AS POWERFUL AS INTELLECTUAL ABILITY IN ACCOUNTING FOR STUDENT ACHIEVEMENT IN COLLEGE. STUDENT RATINGS OF TEACHER CHARACTERISTICS, TOO, WERE SUGGESTED AS EXCELLENT MEASURES FOR TEACHER EFFECTIVENESS AND, THUS, STUDENT PERFORMANCE. PERSONALITY COMPATIBILITIES WERE ALSO SIGNIFICANTLY RELATED TO POSITIVE STUDENT ATTITUDES AND ACHIEVEMENT. (JH)