Three different socioeconomic groups of mothers were studied to determine the similarities and differences of their responses to typical behaviors of their children, aged one to four, in order to gain insight into differences in the socialization process. The three groups were: (1) black, low-income, inner-city mothers of 35 children (Group I); (2) white, upper middle-class, suburban mothers of 26 children (Group II); and (3) mothers of 14 children, whose background was blue-collar and of recent European origin (Group III). The mothers participating in the study were individually interviewed with the Implicit Parental Learning Scale (IPLET). Mothers were asked to respond to 45 items of behavior, typical for a child's age and asked to indicate whether she would encourage or discourage the behavior or whether the behavior would make no difference to her, and then to indicate what she could actually do in response to the behavior. Analysis of maternal responses indicated that many encouraging, supportive responses were common across all classes. The differences among the three groups in maternal styles of teaching were summarized by characterizing the modes of response of Group I as physical, in Group II as cognitive, and in Group III as emotional. To help clarify the meaning of the differences in patterns, the life circumstances of each group are compared. (CS)