Four high school English teachers and their students participated in a study of the relationship between students' responses to literature and their teacher's preferred way of response, stated objectives, and style of teaching. Teachers responded to three short stories; students responded to three short stories as a pretest and to three more as a posttest. Observational and interview data were also gathered from each classroom. Analyses of results indicated that each teacher had a preferred mode of response; that each had a distinctive style of teaching literature, although all four had a tendency to emphasize perception and interpretation response categories; that there was no relation between teachers' preferred modes of response and stated objectives for classroom study of literature, though there was a relationship between preferred modes of response and styles of teaching; that 90% of the high school students had a preferred mode of response at the beginning of the study; that 50% of the students did change their preferred mode of response after ten weeks of instruction; and that the teacher's style of instruction did affect students' preferred modes of responding. (Author/AA)