This report reviews the results of some 35 studies completed between 1956 and 1970 which attempted to relate systematically observed teaching behaviors to adjusted measures of student achievement. Information in each study includes investigator, date, population, time, tests used, and significant and non-significant results. The studies are divided into four categories according to the type of behavior investigated: 1) affective variables, 2) teacher cognitive behaviors, 3) flexibility and variety, and 4) amount of teacher-student interaction. In the first category, consistent positive trends were noted for use of student ideas, indirectness, and indirect/direct ratios, and a consistent negative trend for criticism. There are too few studies in the second category for any generalizations, but in the third category, variation in activities was positively related to student achievement. In the fourth category, there were consistently positive but non-significant correlations between teacher talk and student achievement. Suggestions for further research include the use of a greater variety of variables, the use of high and low inference variables in the same investigation, subdivision of variables, greater control over the relationship between instructional content and criterion measures, and greater precision in recording, reporting, and analyzing results. (RT)