One of a series of reports from a larger investigation entitled "The Student Attribute Study," the present paper discusses classroom observation data collected in this study concerning the interactions between teachers and students who had been previously identified as objects of teacher attachment, concern, or rejection. The Student Attribute Study as a whole was designed to follow up on earlier work relating teacher expectations and attitudes to differential teacher behavior with different kinds of students. In part, it has been a replication and extension of previous work identifying important expectations and attitudes that teachers hold and relating these to differential treatment of different students. In addition, it represents a movement in focus from identifying differential teacher-student interaction patterns related to teacher attitudes and expectations toward investigation of differential student attributes and behavior which presumably trigger these differential teacher expectations and attitudes in the first place. Thus, in addition to identifying differential teacher-student interaction related to teacher attitudes and expectations, the Student Attribute Study tries to answer the question "What student attributes do teachers notice and use in forming expectations and attitudes?" (Author/RC)