A study was conducted to determine the effectiveness of the PLAN teacher training program in changing teacher classroom behavior. The program, to train teachers in skills specific to the use of the PLAN system of individualized education, included a 2-day spring 1969 session, a 3-day summer conference, a fall minicourse, and inservice consultant training. Subjects were 24 PLAN and 12 Control teachers in Eastern districts and 36 PLAN and 14 Control teachers in Western districts. Using the PLAN Teacher Observation Scale (TOS), trained observers collected data on 21 categories of teacher behavior totalling one hour observation for each teacher in fall 1969 and in spring 1970. It was hypothesized first that PLAN teachers at the primary, intermediate, and secondary levels and all levels combined will spend more time than Control teachers in a) diagnostic and didactic inquiry, b) decision facilitation, c) leading small group discussion, d) tutoring in a small group, and e) giving positive verbal or nonverbal messages, and second that Control teachers at the same levels will spend more time than PLAN teachers a) providing content in small or large group discussion, b) giving negative verbal or non-verbal messages, c) managing records, d) managing learning materials and equipment, and e) interacting with a large group of students. Hypothesis 1 was partially supported in a, b, c, and d. Hypothesis 2 was supported in a and e and partially supported in b. (See also SP 004 464, ED 037 413, ED 037 414, and ED 034 729.) (JS)