In order to study the appropriateness of different structured classroom settings for children's learning and development, the Columbia Classroom has constructed IRIS (Involvement Ratings in Settings) and PRIN (the Pupil Role Interview). IRIS, a seven dimensional scale of affectivity by non-verbal indices, has been employed in two classrooms for each of three Follow Through programs. PRIN, which codes both the developmental stage and the setting content of children's interview responses, has been used to study 480 children from these same Follow Through and from comparison programs. Results will be interpreted in a framework of questions about the match between a child's effective environment and his developmental status as a learner. (For related documents, see TM 003 068-071.) (Author)