This paper reviews research on the subject of teacher-student interaction on the nonverbal, psychological, and subjective level. It is recognized that the teacher-learner process is more than what is consciously taught in the school curriculum. What each person takes into the situation, such matters as personality, attitudes, expectations, socioeconomic status, and sex, has an effect on what is learned. Young children in the early years of schooling tend to model a teacher's behavior and to accept the teacher's assessment of them. High expectations, respect, and supportive behavior on the part of the teacher will elicit high achievement on the part of the child. On the other hand, a teacher may unintentionally reveal a subtle dislike or indifference to a child that can have a highly detrimental effect on the child's learning achievement. The conclusion is reached that a teacher's attitude and overt behavior has a powerful effect on the learning process and that teachers should be aware of the influence of their own biases, personality traits, and expectations. (JD)