Findings of a study that examined the relationship between classroom orientation and sociometric patterns within the classroom are presented in this paper. Methodology involved observation of 12 classrooms in Ontario and administration of two survey instruments to 20 fourth-year students. Classroom orientations were categorized as cooperative, competitive, or individualistic. Findings indicate that classroom orientation may be linked to school effectiveness. Although North American schools are often perceived as competitive, individualism appeared to be the norm for the sample schools. Despite recommendations made for cooperative learning, it was not common in these schools. An implication is that traditional evaluation techniques may not adequately measure alternative approaches to education, particularly in classes that are not teacher-led. In most of the sample classrooms, the teachers used a combination of all three orientations, which would yield varying results depending on the class observed. Three tables are included. (LMI)