Partial findings of a large scale, year-long project to study the relationships among (1) teachers' self-reported instructional practices, (2) observed teacher instructional practices, (3) student evaluations of teacher effectiveness, and (4) student academic outcomes or year-end "amount of learning" in seventh and eighth grade English and mathematics classes are reported in this paper. The scope of the findings presented is limited to what teachers say they do in the classroom and to the most significant positive and negative relationships between the teachers instructional self-reports and their students'"amount of learning." Out-of-class data sources and posttests are described and results are analyzed with the assumption that teacher attitudes, opinions, and self-images are directly and indirectly related to their teaching behavior. A selection of teachers' beliefs and practices is listed and utilization of the findings in the junior high classroom is discussed. The report concludes with references to styles of discipline, evaluation criteria, and attributes of an effective English teacher. (AEA)