I. Problem Wickman's study of the teachers' attitudes toward behavior problems of children, published in 1928, has been quoted ever since as the evidence that teachers are unable to recognize those problems so serious as mental hygienists. We also found that teachers were likely to make light of regressive behavior problems on the part of their pupils in Japan.(Report No.I) But we have doubts about the judgement that teacher's attitudes are naive, because it depinds on the results obtained after comparing rating by teachers with those by clinicians. We must look straight at teachers' situation different from clinicians' situation. Therefore, we have the following two problems. 1) How accurate are teachers in observing the social structure of their classes? On this problem, the teachers who often recognizd children's serious regressive behavior problems observed more accurately than those who were usually concerned about aggressive behavior problems.(Report No.II) 2) How desirable are pupils' attitudes toward their teachers proved by T. P. T.(Takeuchi's Personality Test)? The general consideration of the results could not explain a significant difference between the two groups of teachers.(Report No.III) Consequently, purpose of this study is to examine the second problem in detail. II. Procedure Teachers (7) who oftener recognize as children's serious aggressive behavior problems (A-Group) and those (6) who more often observe children's regressive behavior problems (R-Group) were chosen from the primary schools in Shimane Prefecture. And T. P. T. was given to the the children (513) in their classes. The study was made December, 1955-January, 1956. III. Sumary of Results The main results gained after comparing the two groups (A-group, R-Group) are as follows: 1. By comparing interaction indexes of sociometric test, we could discern significant difference between the social climates of two groups. The classes of R-Group were friendlier or more cooperative than those of A-Group.(Table 1) In spite of our anticipation that the teachers' attitudes would influence the pupils' attitudes, we could hardly notice a difference in average scores of T. P. T. between the two groups.(Table 2) 2. Through analysis of T. P. T. scores of each pupil, from a viewpoint of degree intimacy or escape, we found that the children of R-Group had more desirable human relations to their teachers than those of A-Group.(Table 4) 3. The teacher-pupils sociograms of three classes (R. I. class, N. Y. class, S. M. class), the conditions of which are fairly the same, explain the difference more clearly between A-Group and R-Group. In R. I. class, there are a popular child and many isolated pupils who desire to escape from their teacher.(Fig. 1) But we can't find this tendency in two classes of R-Group.(Fig. 2, 3) 4. The social structure of R. I. class is lacking stability, for it is unorganized around the teacher. Two months latter, as was expected, we received the report from R. I. teacher, in which we found that the social tension in the class had erupted at last. 5. Consequently, need to be recognized by teachers that regressive behavior problems of pupils is as important and would be as serious as aggressive behavior problems. Because this attitude constitutes more desirable human relation between a teacher and children in their class.