To determine whether the open classroom environment produces a higher degree of internal locus of control than the traditional classroom, 200 seventh-grade students, matched for sex, socioeconomic status, academic achievement, and intelligence, were assigned to either open or traditional classrooms. It was hypothesized that both high and low academic achievers in the open classroom would show greater internal locus of control than their counterparts in the traditional classroom, and that low academic achievers in the open classroom would display higher internality than high academic achievers in the traditional classroom. Pre- and posttest measures of the Nowicki-Strickland Locus of Control Scale were used to investigate the hypothesis and confirmed a higher degree of internal locus of control in the open classroom that crossed levels of academic achievement. (SK)