This study examined five student characteristics with the expectation that if interactive characteristics could be established, attitudes could be improved by assigning students to classrooms with the appropriate degree of openness. It was hypothesized that some pupils might be happier in a traditional, or structured, environment. Five variables were hypothesized to interact singly and in combination with degree of openness: grade level, sex, intellectence, origence, and academic locus of control. Three studies were conducted. In the first study, four attitude instruments were administered to 1,000 open and 1,000 traditional pupils in grades 1-8. In the second study, Welsh's measures in intellectence and origence were administered to pupils from the previous sample in grades 4 and 6. In the third study, Crandall's measures of academic locus of control was administered to pupils in grades 4, 6, and 8 from the previous sample. Pupils in the open classrooms did not exhibit the expected more positive response toward teachers, did not perceive more freedom in the learning process, and exhibited lower attitudes toward mathematics and language arts. Results appear to indicate, however, that age is a significant interacting variable, and that more attention might be given at the upper grades to providing an open learning situation. (CS)