This report describes the second phase of a continuing analysis of the recorded classroom behavior of superior teachers in transaction with pupils. The problem was to discover ho w teaching method and style affected pupil personality development and educational progress. Eight hypotheses were tested, using 21 teachers of 507 fourth and sixth graders of high socioeconomic background. There is a significant relationship between the placement o f a child in a superior classroom and subsequent self-esteem, academic achievement, and creative thinking. Height of self-concept was related to socially integrative, learner-supportive teacher behaviors. Predictions of superior reading and mathematical achievement taught by academically oriented teachers and higher self-concepts in classrooms with counselor-type teachers were unsupported. Superior pupil originality with creative teachers was unsupported. High degree of private communication with pupils yielded high self-esteem. Little support was given to the predicted relationships with democratic teacher behavior. Sequential analyses of teacher transactions with different types of children were recommended. (DO)