In this study, which was designed to examine the relationships among teacher behavior, student behavior, and student achievement, the Southwestern Cooperative Educational Laboratory Interaction Observation Schedule (SCIOS) was developed. Using this instrument, pupil behaviors were isolated to assess the degree to which pupils (1) receive, (2) respond to, and (3) value a stimulus; in this case, the teacher. Teacher behaviors were categorized as either tension-reducing or tension-increasing for pupils. The subjects of observation were 15 teachers and 296 first graders in Title I schools. Pupils were pre- and posttested on the Lee-Clark Reading Readiness Test. Statistical analyses of 18 teacher behaviors and 20 pupil behaviors included computation of canonical correlations, factor analyses, and multiple regression analyses. Results indicated that there was a significant relationship between teacher and pupil behavior and there is a significant relationship between pupil classroom behavior and pupil cognitive behavior as measured by a standardized test. No attempt was made to validate the observation instrument, the SCIOS. (MH)