This study is a followup conducted 1 year after the 1966 study (ED 001 162) which attempted to assess the effects of reduced loads and inservice help on the classroom behavior of 120 beginning teachers. A conclusion of the original study was that the experimental group showed at least 25% higher scores on teaching performances than the control group; the followup study was designed to determine if the relative differences in teaching behavior persisted. Subjects were 10 randomly selected members from each of the original 4 experimental groups. Four observers, 2 of which participated in the original study, were trained by Harry L. Garrison, who had trained the original observers in the use of the same instrument. Each team of 2 observers appraised half of the 40 subjects, and the reliability of observers' ratings was assessed statistically. There were no significant differences when analysis of variance was computed among the 4 groups for each of 10 variables . Results indicated that differences among the 4 groups tended to become smaller after a year; however, most of the variability was accounted for by the atypical scores of 5 subjects. Judging by means of observer ratings, the total group of 40 tended to show small positive gains in teaching performance standards. Included are 3 statistical tables and the reactions of Garrison who designed the observation instruments used. (JS)