Teacher process variables and student outcomes were examined as they appeared in two settings employing curriculum materials based on alternate psychological learning approaches. The two settings were based on the cognitive restructuring and behavioral approaches described by Bruner and Gagne, respectively. Ten teachers were involved in the study. Five videotaped teaching episodes were collected and coded for each teacher. Student outcomes were measured in the areas of interest, achievement, cognitive style, and self-concept. Results indicate differences between the two treatment groups in selected areas of both the teacher process variables and the student measures. (Author)