In a previous longitudinal twin project a model was developed for studying heredity-environment interaction. One important environmental dimension in this model is permissiveness-restrictiveness. The purpose of the present study has therefore been to investigate perceived and imposed restrictiveness at the societal and classroom level and possible interactional effects on pupil behavior. Results are reported from grade 4 to grade 6 in Israeli kibbutzim and Swedish compulsory school. One major finding is that no systematic differences have been found between twins and controls in the two countries. In both Swedish schools and Israeli kibbutzim permissiveness-restrictiveness will vary depending upon perspective (perceived or imposed) and upon content (type of subject or rule-breaking activity). Preliminary within-pair comparisons for the Swedish twins are reported for different types of test results. In agreement with the model, logical abstract thinking as well as reading and mathematics achievement seem to be less influenced by hereditary factors in a restrictive educational setting than in a permissive one.