An observational study described and compared verbal interaction in specific language and learning disability (SLD), educable mentally retarded (EMR), and trainable mentally retarded (TMR) secondary level classrooms. Trained observers used Flanders Interaction Analysis system to obtain data in 46 classes. Most teachers used a direct style with lecturing occurring about 40% of the total time. Except for questioning, indirect behaviors were little used. TMR teachers used many questions and a less direct style. Conclusions were that the lack of freedom in student responses may foster dependence and that further study is needed to determine if an increased use of an indirect style would improve learning. (Author/SBH)