Limitations of past research on college teaching and a recent exploratory study are considered. The study focused on the degree to which teachers encourage, praise, or use student ideas; the degree to which teachers ask questions that encourage evaluative and divergent thinking; the degree to which students make higher levels of cognitive responses; and the degree to which there is peer interaction in the class. Twelve faculty members known for a variety of teaching styles in a variety of disciplines were studied. Questionnaires were distributed to students at the beginning and end of the semester, class sessions were tape recorded, and questionnaires were distributed to the faculty members. Though an adequate range of behaviors was observed across the 12 classes, less than 20 percent of class time was spent in student participation or in encouraging involvement. Student participation, encouragement, and peer-to-peer interaction were rather consistently and positively related to the outcomes under consideration (perceived value of the course in stimulating additional intellectual pursuits, critical thinking scores on the Watson-Glaser test, and increased time spent while studying in analyzing, synthesizing, and evaluating materials). Implications for research, faculty development, and teaching are considered. References and a sample questionnaire are included. (SW)