The purpose of this study was to examine the relationships among teachers' goal orientations, structure (amount of directiveness provided by the teacher), and observable classroom behaviors to determine: (1) if teachers with different goal orientations differ in verbal and nonverbal affective responses; and (2) if teachers with different goal orientations differ in classroom verbal interactions. A review of the literature treats priorities of teachers in terms of their educational goals, ways in which teachers control classroom activities, and affective behavior of teachers. The verbal and nonverbal behaviors of 31 elementary teachers were enumerated by classroom observation and by questionnaire. Among the findings were: The significant difference in the affective scores for the high and low structure teachers suggests that teachers with high positive affective behaviors exercise less structure in their planning. Teachers oriented toward personal goals did not exhibit significantly higher affective behavior as compared with the other two groups of teachers. No significant differences were found in the social and the information indices for the teachers. Recommendations for further research and for teacher education are given. (CJ)