This document describes an empirical study on the patterns of teacher behavior and a comparison of student outcomes from two settings where different programs (types of curricula) were used. The two psychological positions identified within the curricula were stated to have been operationalized in the two programs developed for the elementary school, Elementary Science Study (ESS) and Science - A Process Approach (SAPA). The former reflects the cognitive restructuring approach and the latter, the behavioral approach. The paper presents briefly the procedural factors of the research to include instruments used and a brief report of the results of the study. It was concluded that the results of the study suggested that the two environments were perceived differently by teachers and functioned differently in practice; some objective evidence was obtained to indicate that student outcomes were sensitive to the two environments. (Author/EB)