This paper presents results of a study attempting to identify the extent to which teacher effectiveness research and research into teacher interpersonal behavior can help us collect valid and reliable evaluative data from students about their teacher behavior. The major findings of teacher effectiveness research are outlined and the process that was followed in order to design questionnaire measuring student views of their teacher behavior in the classroom is presented. The main findings of research into teacher interpersonal behavior are also presented, and the process that was followed in order to translate, to Greek, the Questionnaire on Teacher Interaction (QTI) and examine its content validity is described. A stratified sample of 38 primary schools in Cyprus was selected and the two questionnaires were administered to all year-6 students (N=1973) from each class (N=92) of the school sample. Evidence supporting the reliability, discriminate validity, and construct validity of each questionnaire is provided. Data collected from most of the scales of each questionnaire were associated with student achievement gains in both cognitive (Mathematics and Greek Language) and affective outcomes of schooling. Implications of findings for the development of a teacher evaluation system based on the main findings of teacher effectiveness research and research into teacher interpersonal behavior are drawn. Suggestions for further research are also provided.