Reported is an investigation of the instructional styles of 23 earth science teachers who used the Earth Science Curriculum Project (ESCP) materials and text with eighth- or ninth-grade students. Flanders' interaction analysis system was used as a basis for the observations. The differences in teaching procedures were identified by using the Minnesota Teacher Attitude Inventory (MTAI) to select two groups differing distinctly in ability to establish teacher-student rapport. This combination of treatments identified teacher behaviors relevant to successful teaching. Two groups, designated as high and low scoring MTAI groups, were formed. Revised i/d ratios, which omit the influence of content areas and identify emphasis given to motivation and control, were significantly higher (.01 level) for teachers scoring higher on the MTAI. Statements of criticism and justifying authority were used significantly more (.02 level) by teachers with lower MTAI scores. No differences were found between groups in use of student ideas but the higher teacher group exercised "extending use of student ideas" significantly more. No significant differences were found in the use of the remaining Flanders categories. (Author/EB)