Relationships among peer social interaction rate, classroom activity, and teaching style were investigated to determine whether teaching style could be defined in terms of differential student interaction rates across various classroom activities. Peer interaction rates were determined in three primary level classrooms representing various teaching styles: classroom I was termed democratic (group process, self-directed learning), classroom II was authoritarian (direct instruction, frequent monitoring of behavior), and III was laissez-faire. Peer interaction rate per minute, per child was computed during six types of class activity in each classroom: teacher led activity, aide led activity, student led activity, leaderless group work, independent seat work, and transition periods. Results showed a consistent increase in peer interaction rate between teacher led and seat activity and between seatwork and transition periods in all classrooms (mean rates .19, .46, .97 respectively). Average peer interactions per 10 minutes were: five in I, two to three in II, four in III. II showed high rates during transition. Other data on interaction rate types of activities conducted were also found to reflect the three different teaching styles. (KW)