This study sought to describe, at the level of practice, one teacher's use of humanism in the classroom. Methods of participant observation were used to capture reflective contrasts between the subject's intended behavior (by formal and informal interviews), actual behavior (by direct observation), and ideal behavior (by readings from humanist authors). The constant-comparative method was used for data analysis. Results confirmed findings of inconsistencies between teachers' reported philosophies and their actual practices. It appeared that humanist teachers are not often distinguishable from other teachers in their methods. (Author/CB)