The purpose of this investigation was to study the verbal interactions occurring between black and white teachers in recently desegregated social studies classrooms. Specifically, it sought to determine, by studying dyadic interactions, if there were any significant differences between: (1) black and white teacher's verbal behaviors with black and white targeted pupils; (2) the verbal behaviors of black and white elementary, junior high, and senior high teachers; and (3) if there were any significant correlations between findings resulting from observational data, teachers' estimates, and pupils' perceptions of pupil-teacher verbal interaction. Thirteen black and 61 white teachers participated in the study, as did 314 black and 314 white pupils. Twenty of the teachers taught elementary school, 32 taught junior high, and 22 taught senior high school. Each teacher was observed on four different occasions with the observation period averaging 40 minutes. The data proved that black and white teachers do differentiate their verbal behaviors with bladk and white pupils in desegregated social studies classrooms. Black pupils were not receiving opportunities equal to those of whites to participate in the core of the educational process in these classrooms. (Author/JM)