This study attempts to analyze some aspects of open education by examining the effects of the teacher's authority style. This aspect of the structure of the school is examined in conjunction with certain status characteristics of the school population. The following variables are considered in the study: (1) community type; teacher race, sex, experience, training; and student race, sex, and socioeconomic status; (2) teacher-reported practices in controlling students' activities and student report of teachers' use of authority; and (3) student sense of self-reliance, sense of competitiveness, aspirations for college, and academic achievement. The study utilizes factor analysis, multiple regression analysis, and analysis of variance to examine survey and achievement data from a random sample of elementary schools. Some findings resulting from the research are: (1) both black and white teachers operate with a lower degree of openness in black classes and, conversely, a higher degree of openness in white classes; (2) in general, openness was lower in the classrooms of more experienced teachers and higher in the classrooms of teachers who had more training; and (3) open education seems to have only a slightly more favorable effect than traditional education on feelings of self-worth; it may produce higher aspirations among low-socioeconomic-status students and more cooperative behavior among students. It is concluded that an open teaching style is relatively rare and most likely to be found among higher socioeconomic students and nonblack students. It also appears to be of minor importance to various outcomes, notably self-reliance and achievement. (JD)