Research on teaching and teacher behaviour has encountered numerous difficulties over the years primarily because of the complex nature of the classroom. Researchers were accused of using very sloppy and hazy variables and critics observed that many of the investigations did not adhere to the logics of scientific enquiry. In response to these observations and criticisms Dunkin and Biddle conducted a thorough analysis of the work of classroom researchers and proposed a model for the study of classroom processes. Recent process/product studies based on this model report evidence which suggests a particular trend in terms of teacher effectiveness. The findings reviewed here have implications for future research. Some of these are discussed and an attempt is made to interpret and relate findings to the Caribbean situation.