A study was conducted to determine if students with teachers of high self-concepts achieved greater gains than students with teachers of low self-concepts. Six third-grade teachers were observed one hour in September and another hour in March during a reading lesson, by three raters who completed a checklist designed to assess self-concept. Twenty students from each class were selected by IQ and sex. Five subtests of the Stanford Achievement Test were administered as pretests and posttests. A positive relationship between teacher self-concept and student achievement gains was observed on subtests of paragraph meaning, language, word meaning, and word study skills, and was statistically significant at or above the .05 level. On the spelling subtest, teacher self-concept was related negatively to the test score gains, but the relationship was not statistically significant at or above the .05 level. On the spelling subtest, teacher self-concept was related negatively to the test score gains, but the relationship was not statistically significant at the .05 level. Further studies should be conducted. References and behavior rating scales are included. (JS)