Findings from a 607 page report, "Follow Through Classroom Observation Evaluation 1972-1973," are briefly summarized. The report is based upon systematic observation of Follow Through classrooms in action. Two key questions have been asked: (1) How well is each of seven instructional models carried out within the classroom? and (2) Are observed classroom practices related to desired child outcomes? It is reported that the great majority of first and third grade teachers included in the study are conforming to instructional procedures as specified by the sponsors. Time spent in reading and math activities and a high rate of drill, practice, and praise were shown to contribute to higher reading and math scores. Lower absence rates, higher scores on a nonverbal problem-solving test of reasoning can be attributed in part to more open and flexible instructional approaches. It is concluded that what occurs within a classroom does contribute to achievement in basic skills, good attendance, and desired child behaviors. Further, the seven Follow Through models considered in this study are bringing different strengths to their pupils, and each is bringing advantages not usually found in traditional classrooms. (RC)