In a replication and extension of work by Silberman (1969), differential teacher behavior toward different students was studied in relation to the attitudes teachers held toward those students. Using data on dyadic teacher-child interactions collected with the Brophy-Good system, contrasting patterns were noted in the ways teachers interacted with students toward whom they felt attachment, concern, indifference, or rejection. Four distinct patterns were observed. The data generally confirmed Silberman's earlier findings, even though the present study was done at a different grade level and involved 3 different types of student populations. Methodological differences which may explain the discrepancies which did occur are discussed, along with suggestions for related research. (Author)