Thirty-six teachers, 17 inexperienced and 19 experienced, were observed systematically (under the Flander's system of interaction analysis) while engaged in teaching migrant children in 3 Michigan elementary schools. The purpose of the study was (1) to evaluate a training program especially devised to prepare teachers of disadvantaged youth and (2) to analyze and describe the process of teaching disadvantaged children, focusing primarily on migrant children. The project teachers were found to be significantly more directive than comparable normative teacher groups. While the project teachers utilized restrictive feedback and drill to a greater extent, they also praised their pupils much more. Experienced and inexperienced project teachers showed similar patterns of influence, differing significantly only in their use of praise. Pertinent recommendations were made to improve teaching practices with migrant children and other minority youth. [Not available in hard copy due to marginal legibility of the original document.] (DK)