This final report of the linear process-product relationships in a 2-year study relates characteristics of teachers to measured student learning gains. Correlations are presented that relate teacher responses on an extensive questionnaire and in an interview to measures of student learning gain on five achievement tests. The sample involved 30 second- and third-grade teachers working in high and low socioeconomic status (SES) schools. Subjects were selected because they had previously shown a relatively high consistency in the degree of student learning gains that they produced on standardized achievement tests. Attitudes, beliefs, and practices, that of teachers of both high and low SES students that correlated positively and negatively with learning gains, are discussed. (Author)