This study investigated 34 selected teacher characteristics that relate to cognitive and/or affective learning in elementary school. A questionnaire for identifying characteristics of effective teachers was developed and distributed to fifty graduating student teachers. Three questionnaires were excluded because they signified "None" on the questionnaire, indicating that no elementary teacher had significantly motivated them in a positive way. Each item on the questionnaire was given an affective, cognitive, or both cognitive and affective categorization. The Chi Square test for significance at the .05 level was used. Of the 34 items included in the study, 27 were found to be significant. It was found that all 47 students selected both affective and cognitive categories of influence. The study indicated that the motivating teachers were seen in a similar fashion by their individual pupils. The findings suggested a picture of a teacher who is confident about himself/herself and able to relate in a meaningful way to others by helping them to feel positive about themselves. (Author/RC)