This study attempted to (1) gather systematic and objective data on the alternative school and (2) identify the perceptions of teachers in both alternative and public schools about the tasks they perform and the parents and students with whom they deal. The study focused on authority structures and processes of evaluation. Data were collected on 24 alternative schools and five public schools by means of observation in the schools and by a questionnaire administered to 200 elementary and secondary teachers. Four teaching tasks were identified: Teaching Subject Matter, Character Development, Maintaining Control, and Record Keeping. Data revealed that there was more emphasis on Character Development in alternative schools and more emphasis on Teaching Subject Matter and Maintaining Control in public schools. Although public school teachers had and desired high levels of autonomy, alternative-school teachers had and wanted higher levels. It was also shown that, although the alternative-school teachers were evaluated more often and received more negative evaluations than public school teachers, for both samples evaluation was infrequent. Both groups believed that training was of little importance for successful teaching, that experience in the classroom was more helpful, and that the personality of the teacher was the most important factor in successful teaching. (Author)