This study of teacher decision-making behavior investigated ten elementary teachers' teaching styles, decision-making behavior, and concepts of students. Each teacher was videotaped six times at intervals over the school year. The teachers viewed the tapes and at various points were asked to describe what they believed they were thinking about at the time. These descriptions were analyzed and categories of concern emerged. In order of significance the concerns reported were: content of the lesson, procedures, time, and materials. Concern with pupil learning, attitudes and behavior accounted for nearly forty per-cent of the total, and concern with learning tasks, facts, and ideas for nearly thirty per-cent. Concerns were relatively stable across time, and individual differences between teachers were relatively small. The effect of these concerns on teaching style are discussed. Teachers tended to make "fine tuning" adjustments within the recitation pattern of teaching rather than make major changes in teaching strategy. (Authors/JD)