This paper reports a study of the verbal behaviors of teachers who had participated in a program designed to enable them to exhibit behaviors which promote inquiry learning on the part of their students. Ten BSCS teachers participated in the study. Verbal behaviors occurring in inquiry situations were compared with those in noninquiry settings, using three observational instruments: the Flanders system, the Revised Inquiry Analysis Instrument, and the Affective Behaviors Instrument. Teachers were found to talk the most in a noninquiry setting, less in a teacher-centered inquiry setting, and least in a student-centered inquiry setting. The total proportion of teacher talk decreased throughout the program but became more direct in student-centered inquiry than in either teacher-centered inquiry or noninquiry settings. This may have been due to the percentage of time they spent responding to students' questions in student-centered inquiry as opposed to other types of teacher talk. The investigators concluded that, using a well-designed staff development program, teachers can modify their behaviors and thereby promote more effective inquiry. A related document is SE 017 734. (PEB)