A study tested the hypothesis that elementary school teachers who were less authoritarian in their beliefs were more effective in the classroom. The independent variable was the California F-scale score of the 142 subjects (all education graduates of Tennessee Technological University), while dependent variables were measures of classroom effectiveness as determined by students, principals, and independent observers. Career base-line data were collected on each subject in the form of grade point averages, Weighted Commons test scores of the National Teacher Examination, and American College Test scores. Principals' evaluations of graduate performance were obtained using an evaluation instrument that allowed for rating in: (1) subject matter competence; (2) relations with students; (3) appropriateness of assignments and academic expectations; and (4) overall classroom performance. Two different pupil evaluation forms were used for different aged students, but both were used to assess five dimensions of teacher behavior. Three direct classroom observation systems were employed by trained observers to assess, in a quantifiable manner, the behavior of teachers and students engaged in the teaching-learning process. Based on study results, presented in seven tables, it was concluded that less authoritarian elementary school teachers were more effective than more authoritarian ones. (JMK)