The purpose of this study was to identify child characteristics associated with varying rates of oral participation in classrooms. The study also attempted to determine why some children seek social approval through an approach strategy while others use an avoidance strategy. Anxiety, defensiveness, self-concept of school ability, sociometric status, and position of the child's desk in the classroom were expected to be influential factors. Also examined was the child's perception of his/her role in the classroom and relationship to authority figures. The subjects were 48 third and fifth grade students in a suburban shcool. Behaviors observed and measured were handraises, answers to teacher questions, and personal requests for teacher attention. Several correlations were discovered. One was that anxious children were more involved in the classroom, presumably because they cared more about teacher-designed achievement activities. Also, girls' participation depended heavily both on their feeling they would not be criticized by their peers if they participated and on the degree to which they felt teacher encouragement of such participation. Low achievers participated more if their desks were in active areas in the classroom. The research seemed to bear out the general belief that girls' achievement is linked to attempts to gain approval while boys' achievement are more tied to self-approval. On the basis of this research, teachers are advised to encourage peer approval in the classroom and emphasize the acceptability of student involvement. (CD)