The objective of this study was to determine whether there were verbal interaction differences between junior/community college and university settings and among disciplines. Theoretically, student achievement and student attitudes are influenced by the types of verbal interactions taking place within classrooms. Forty-eight different classes located in three junior colleges and a university in Texas were used to collect the data. Over 39,000 tallies representing approximately 32.5 hours of time were recorded using Flander's categories for interaction analysis. An analysis of variance revealed significant differences between two-year college instructors and university instructors in several verbal categories. Two-year college teachers used more praise and reinforcement, asked more questions of their students, and reflected greater verbal flexibility than did the university instructors. Data tables outline analysis of variance groupings among course disciplines (English, Chemistry, History/Political Science, Economics, Psychology, Mathematics, and Biological Sciences). (Author/MB)