This study was designed to identify teaching-learning process behaviors that affect pupil achievement on a psychomotor task. Forty preservice physical education teachers each taught a twenty-minute cartwheel lesson to three elementary school pupils. Students' cartwheels were filmed before and after the instructional sessions, and analyzed for body control. The videotaped instructional sessions were analyzed using a teacher behavior observation system. Factor analysis of the raw data led to the formation of four teacher behavior factors. Group instruction of specific information and feedback to a single student on the entire motion were positively related to pupil achievement, while simultaneous practice with the teacher talking and detailed verbal feedback were negatively related to pupil achievement. Eighty percent of variation was explained by learners' readiness for instruction. It was concluded that the appropriateness of teacher behaviors depended not only on the expected learning outcomes, but also on the readiness of the learners to benefit from specific teacher-learner interactions. (Author/FG)