This paper reviews the research and commentary literature on techniques, traits, and success factors for teachers of the disadvantaged. The author categorizes and discusses behaviors for teachers of the disadvantaged within four selected dimensions: 1) Affective (related to the teacher's attitudes, emotions, feelings, and values), 2) Cognitive (related to the teaching of a subject and the teacher's development of the students' intellectual competencies), 3) Controlling (related to the teacher's order, planning, tasks, responsibility, and systemization), and 4) Stable (related to the teacher's calmness, objectivity, consistency, confidence, and alertness). The brief summary section concludes that although research on teacher behavior is impressive in quantity, the results are contradictory and concern for teachers of the disadvantaged inadequate and that this review, while not providing answers, might be used as a reference point in seeking answers to questions on what behavior is desirable for teachers of the disadvantaged. One hundred forty-two references are cited, nearly all published in the 1960's. (JS)