Two primary purposes of this study were (1) to explore the conceptual and theoretical relationship between the concept of culture and that of behavior settings as described by Barker and (2) to demonstrate the applicability of ecological methods to the study of behavior cross-culturally. In this exploratory investigation, third-grade classes were studied from Apache, Papago, and Anglo groups varying along a dimension of cultural distinctiveness. Analysis of segment logs (natural habitat records of full days of classroom behavior)showed many more behavioral similarities at the molar level among the three groups than differences. Several possible interpretations of these findings are explored. Cultural differences unquestionably influenced third-grade behavior, but at molecular and global levels. Comparisons with a study done 20 years ago showed substantial stability of third-grade classroom behavior, with some shifts in teacher leadership patterns. Methodological implications are also
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