A profile of a male sixth-grade teacher is presented with the objective of demonstrating how his perception of his class determined his decision making and leadership style. The teacher was observed over a full school year. This teacher perceived his class as a cohesive, interacting group and he, as its leader, demonstrated the behaviors he wished his students to model. The result of this teacher's perspective was a class with a strong sense of unity. The classroom curriculum was group-centered and carried out by the group, with the teacher as leader. Outside intervention by the principal or other staff members and directives from parents had little or no effect on the classroom curriculum. The reported observation of this teacher lends support to the notion that teaching remains an individual enterprise dealing with present-oriented situations in the classroom. In this case, the teacher's classroom perspective was, essentially, the curriculum of the classroom. (JD)