If students are to be responsible in significant ways for their own learning, teachers must develop the ability to move from directive teaching behaviors to supportive ones. This paper examines a teacher-behavior model, presented in a book by Muska Mosston, that includes a spectrum of seven teaching styles, ranging from total teacher direction through total student direction. It then reports on a pilot study that attempted to program a teacher through these variations in teaching style by improvising on Mosston's model, and it comments on findings that indicate which steps are crucial in the transition from teacher direction to student direction. The paper shows how a teacher may structure a series of lessons based on the American folklore collections of Alvin Schwartz in such a way that students may move toward independence in learning. Guidelines for structuring the lessons are provided, along with lists of folklore resources that may be used. (GW)