Reported is a study of differences in the observed verbal behaviors of various groupings of teachers (four pre-service and four in-service) and pupils (fifth- and sixth-grade in science and social studies) in a series of creative and non-creative lessons. The factors studied were: (1) creativity of lessons; (2) subject matter (social studies versus science); (3) grade level of learners (fifth- versus sixth-grade; and (4) teacher status (pre-service versus in-service). All teachers received training in planning a strategy to achieve responses on the part of the pupils. Observers trained in the use of the Florida Taxonomy of Cognitive Behavior observed video-taped lessons of the teachers to determine the presence or absence of creative response. A verbal behavior category system was developed and used by the experimenter and then tallied according to the comparisons and subjected to a chi-square statistical treatment. Study results showed that in teacher verbal behaviors there were some significant differences for each series of comparisons. Significant differences in pupil verbal behaviors also occurred but not to the extent of the teacher verbal behaviors. (Author/EB)