A study was conducted to ascertain which dimensions of children's classroom behavior are seen to be important by teachers and how accurate teachers' perceptions are of children's behavior in terms of such dimensions. Teachers in six suburban fourth-grade classrooms rated classroom behavior of each of their students (105 boys and 78 girls) using 5-point scales to rate 30 items. Five factors were identified which can be categorized as relating to either "task" or "social-emotional" aspects of behavior. The factors are (1) autonomous intellectual orientation; (2) democratic, cooperative behavior; (3) perseverant achievement behavior; (4) involvement in class activities; and (5) undisciplined activities. Girls were found to be more cooperative, better behaved, and harder working than boys, a finding corroborated by other studies on sex differences among elementary school children. Negative and positive correlations between teachers' rating factors and other indices of children's orientations, values, and achievement-related indices provide evidence that teachers' perceptions of their students form clear and coherent dimensions which, when compared with other measures of similar orientations or behaviors, appear to be quite accurate. (Author/AV)