A study described how two eighth grade English teachers in a rural junior-senior high school established classroom rules, both formally and informally. The focus of the study and analysis of data were guided by three research questions: (1) What are the formal and informal classroom rules and how are they made visible? (2) Who are the sources of influence in shaping classroom rules? and (3) What are the effects of the rules on students' social and academic behavior? Four characteristics of smoothly functioning classrooms emerged from the data: (1) teacher rapport; (2) teacher proficiency in establishing and maintaining classroom rules and consequences; (3) teacher proficiency in instruction and academic knowledge; and (4) teacher daily planning and preparation. Teacher A was not as proficient in her teaching strategies as Teacher B, and Teacher B was not as proficient in establishing rapport with her students as Teacher A. Also discussed are role dilemmas that face teacher educator/researchers in reporting "sensitive" findings. (JMK)