This study was done at one elementary school in Normandy, Missouri, where the behavior patterns of students in classrooms were changing as the black population increased and teachers were daily being confronted by situations they felt inadequate to cope with. The principal was willing to rank the teachers who were to be involved in the study on a continuum from "good" to "poor." The null hypotheses being tested by this study are: (1) there will be no significant differences in teacher attending behavior (defined as those variables they attend to) between those teachers identified by the principal as "good" and those identified as "poor"; and (2) there will be no significant differences in student behavior for those students in the classroom of teachers identified by the principal as "good" and those identified as "poor." The subject population consisted of students in six fourth grade classrooms, 126 of whom were boys and 111 girls. Analysis of the data for "good" and "poor" teachers indicated no significant differences in the two groups. In this situation, the student behaviors in the classroom were not consistent with the principal's placement of the teacher. (Author/JM)