This study aimed to find out whether teacher behavior influenced the achievement of the 1988-1989 first year college students in vocational schools in Western Visayas. This descriptive study utilized 21` English 101 teachers, 21 Filipino 101 teachers and 439 first year teachers-education students drawn from 21 vocational education schools in the region. The data were obtained through the questionnaires constructed for the purpose: the Attitude Questionnaire and the Teachers Characteristics Study. Students' achievements was based on their final grades n English 101 and in Filipino 101. The t-test was utilized for the analysis of the significance between two independent samples. In addition, the X2 for two independent samples in a 2 x 2 contingency was used. The findings of the showed that student achievement was not influenced by teacher behavior. It was likewise found that teacher behavior did not influence student attitude. When classified into groups, the male respondents' achievement in English was influenced by the emotional and the authoritarian dimensions of teacher behavior. Among the older respondents, achievement in English was influenced influenced by the intelligibility dimension. In Filipino, the achievement of the males was influenced by the authoritarian dimension while that of the females was influenced by the emotional and intelligibility dimensions. While the achievement of the older respondents in Filipino was influenced by all three dimensions, that of the younger was influenced by the intelligibility dimension alone. The attitude of the whole group was influenced by teacher behavior; however, when classified into specific groups, the intelligibility dimension of the teacher did not influence the attitude of the English group; nor did it have any influence among the female English students. The x2 test yielded the following results: The achievement of the whole group did not relate to teacher behavior . Among the female respondents, achievement in English was related to the authoritarian dimension;in Filipino, their achievement significantly related to all three dimensions.The achievement of the older respondent in Filipino significantly related to the authoritarian dimension. In terms of teacher behavior and students' attitude, findings revealed that the students' attitude was not significantly related to teacher behavior.