The relationship between subject of instruction and the classroom behavior of teachers and pupils was assessed in this study. The study was conducted over a two-year period of observation of elementary grade classes. Two variables were investigated: individual pupil participation and teacher verbal behavior. Only two subjects, reading and mathematics, were reported frequently enough to permit comparisons of any statistical power. The results of this study confirmed the hypothesis that the subject of instruction affects classroom behavior. Teaching styles for reading and mathematics were markedly different. Mathematics was more likely than other subjects to be taught as a single lesson to the entire class, and reading was less likely. Mathematics was almost four times as likely as reading to be taught in this way. More interaction between pupil and teacher was observed when the subject of reading was being taught. (JD)