Some results of a study of teacher preactive and interactive decision-making are presented. The paper focuses on teacher judgments and observations about the interactive behavior of other teachers. The teacher-judges viewed videotaped sequences of several lessons similar in content to lessons they themselves had just finished teaching. Patterns of teacher observation and preferences are reported and comparisons made to pupil observations based on viewing the same videotaped lesson segments. The study indicates that there are statistically significant differences in the kinds of comments made by teachers of high and low pupil gain scores, that teachers as a whole seem to attend to relevant aspects of a given lesson and respond differently when observing different teaching procedures, that individual teachers respond differentially to the same lesson, and that pupils are attentive to different aspects of lessons than their teachers. (RC)