This study investigated the interdependence of teacher and pupil behavior in the elementary school classroom. Phase I of the study provided teachers with opportunities to observe their own classroom behaviors and to learn how these behaviors influenced the classroom learning environment. A Self-Perceptions Index was used to measure the impact of this training. Phase II of the study investigated the impact of systematic social skill training on the affective perceptions of children with varying social and cultural backgrounds. The Self-Perceptions Index and a Peer Acceptance Index were used to measure the impact of this training. Results of phase I upheld the hypothesis that, given the opportunity to examine, discuss, and model behaviors, teachers would manifest behaviors which would increase the positive self-perceptions of their students. Results of Phase II showed that increased peer acceptance decreased the self-acceptance level of the students. (Two pages of references are included.) (BRB)