The consistency of teaching behavior of 28 sixth-grade teachers over a period of two years was studied and evaluated. Trained observers rated teachers with Ryans' Classroom Observation Record (20 scales that reproduced Ryans' factors of teacher behaviors). Many of the same teachers were observed again in the following year by a team of half-old, half-new observers. The observers also rated student behavior on seven scales. An independent appraisal of the teachers by their students was carried out in both years. Different sets of adults and student judges, in two successive years, described these teachers with a substantial degree of consistency, even though the teachers taught different subjects in the two years. Findings indicate that there is a considerable amount of individual stability in important aspects of teaching behavior, at least across a two year span. (JD)