Investigated for purposes of comparison with American counterparts were teaching styles used in eight classes in special schools for the educable mentally handicapped (EMH) in the Netherlands. Ss tended to be placed in the special schools earlier than EMH students in the U.S. are placed in special classes. Classes were observed to determine teaching style, and children were administered a version of the Intellectual Achievement Responsibility Questionnaire, a measure of locus of control. The level of intellectual stimulation and types of learning opportunities offered were evaluated along the following parameters: level of cognitive demands, variability of cognitive demands, sources of cognitive demands, richness of activities, pupil task involvement, degree of individualization, sources of individualization, and modes of teacher influence. Comparison with American classes revealed that Dutch teachers depend much less on recitation, discussion, and individual interactive tutoring than American teachers, that Dutch children displayed a much higher degree of self-direction and persistence than American children, and that Dutch children showed a slightly lower level of internal locus of control than American children. Noted is the lack in the Netherlands of consistency in pedagogical theory, curriculum, or teaching style and the high degree of reliance on the individual teacher in supervising instruction. (DB)