This paper describes an experimental teacher education program organized in terms of the "social process model," a theory of educational interaction that stresses: 1) the ecology of social environments; 2) the rules and roles involved in given social episodes; and 3) the status of social episodes as interpersonal games. Classrooms are defined as culturally-based social ecologies, with standardized rules and norms necessary for interaction. A game model is used to analyze behavior in terms of participants' attempts to maximize chances of winning and avoiding losing within the social context of the classroom. The model suggests that the exploration of social structures in schools and classrooms is an essential component of preservice as well as inservice teacher education. (LH)