The potentiality of macroanalysis of interactive dialogue was studied for ten suburban school teachers and their very high and very low ability student groups. Macroanalysis is the computerized analysis of interaction data into units of three or more tallies with the number of unit occurrences determinable. The sample groups had a mean IQ difference of 25 points. All class dialogues were coded according to Form Z of the Campbell-Rose Interaction System. Following an example of a 38-tally matrix in the Flanders Interaction Analysis Category System, macroanalyses of coded dialogues were compared with patterns determined by the Anidon and the Hall method. Results obtained showed that macropatterns corresponded more closely to the kind of observed teaching behavior. Macroanalysis proved simpler to understand and could readily be used as a feedback mechanism to neophyte teachers. Implications of macroanalysis for educational research, teacher preparation, and continuing education are given. (CC)