Significant relations were found in this study between how teachers teach and how much children learn in reading and mathematics. The general picture which emerged from the data had two features; first, a pattern of teaching practices is more likely to be related to learning than a single practice and, second, effective teaching patterns will differ by subject matter and by grade level. The second of these conclusions is an important one if replicated. The conclusion implies that the goals of training teachers in the primary grades and the intermediate grades and for different subject areas will be necessarily different. Perhaps the most important general conclusion from the study is that teachers do make a difference in how well their pupils learn. In this as in other studies the skills a pupil brought to the classroom were a large determinant of how much he learned. But when the entry-level skills of pupils were "accounted for" statistically, the remaining differences in pupil learning were almost all accounted for by differences among teachers in how they taught. (RC)