Relationships between variables representing substantive, semantic, and strategy elements of teacher behavior during concept instruction and class residual gain scores on a test of concept learning were examined as twenty-two teachers instructed groups of fifteen third, fourth, and fifth grade pupils in two forty-five minute lessons on the social science concept, specialization. Significant low-inference behaviors included giving concept definitions and positive examples, reviewing within lessons, including more of the relevant generalizations and concept labels. Significant rated variables included accuracy of definitions and examples, relevance of behavior to objectives, balance of concrete-abstract terminology, and enthusiasm. (Author)