Data is reported on observations made in high and low socioeconomic status (SES) classrooms of second- and third-grade teachers' feedback to students on their replies to questions posed by the teacher. Teachers in the study were chosen due to consistent effectiveness in producing student achievement gains. Interactions (teacher's question, pupil's response, teacher feedback) are coded for type of question, quality of child's answer, and type of feedback. Analysis of teacher feedback is presented for (1) correct answers, (2) partially correct answers, (3) incorrect answers, (4) "I don't know" answers, and (5) no response from the pupil. Results of linear analyses indicated that effective teacher behaviors are different for high and low SES classrooms, with the successful low SES teachers concentrating on getting good responses from each child (by giving sustaining feedback and not calling on other pupils) and the successful high SES teachers concentrating on getting the right answer from any child. (MJB)