A study examined how teachers' attitudes and beliefs affect their enactment of literature-based curriculum materials, whether student attitudes differ in accordance with the teacher's orientation, and whether student achievement in reading and writing differ in whole language and traditional classrooms. Two "whole language" and two "traditional" teachers in four intact suburban fourth-grade classrooms in southern California were chosen. Teachers were observed for over 100 hours over 1 year. Pretest and posttest reading and writing attitude measures, and reading achievement tests were administered. Writing samples were taken at three points. Analysis of teacher, principal, and student interviews present the insider's view of the classroom. No statistically significant differences were found in reading. On attitude measures classes were split between one whole language and one traditional teacher. Students in the traditional teachers' classes significantly outscored those in whole language classes on writing measures. Results presented represent work in progress with full data analysis to be completed in June 1993. Analysis of qualitative data is incomplete. (Eight tables of data are included; 30 references are attached.) (RS)