Correlations indicating the direction and magnitude of relationships between measures of classroom processes and residual scores on the Metropolitan Achievement Test are presented and discussed for second and third grade classrooms. Many of the findings are differentiated according to the socioeconomic status of the pupils and the context of the classroom interaction (whole-class versus small group, public versus private interactions, etc.). Results suggest that the more structured and directive teaching methods are generally associated with higher achievement in the early elementary grades. This study is a part of the Texas Teacher Effectiveness Project; however the same theme is seen as emerging from other major process-product studies of teaching effectiveness. (Author/MV)