Thirty-three teacher behaviors previously identified as characteristic of teachers effective with mainstreamed students were examined for their effects on peer acceptance of the mainstreamed students. Elementary teachers (N=118) participated. Classroom observations were recorded and a group test of peer acceptance was administered. Correlational analyses were conducted controlling for length of time mainstreamed, hours of services provided, and sex. Results indicated that of the 33 teaching variables considered, only three correlated significantly with peer acceptance. Sustaining feedback, providing followup to students who give incorrect answers, was positively correlated to peer acceptance, while criticizing incorrect responses was negatively related. A high amount of teacher transition, or noninstructional time, was also related to low peer acceptance. Findings emphasized the importance of corrective, noncritical feedback. (CL)