This project formed small seminar groups of behavioral scientists and educators to study the sociology of the classroom. The groups observed classrooms in elementary schools, high schools, and universities in Montana. Library research and discussion were other methods of investigation used. It was concluded that the classroom is part of society's basic complex organizations and is influenced by its bureaucratic setting. In return, classroom activity tends to set certain professionalizing forces to work on the make-up of the school. Opposing tendencies toward alienation and commitment were also found in the classroom, and problems of categoric versus interpersonal interaction were noted with increasing frequency as observers moved from the primary grades to the higher grades. Several lines of follow-up research are suggested and implications for inservice training of teachers are noted. (NS)