This study focused on social and cooperative behavior in traditional science classrooms. Students in 30 junior and senior high school science classes were observed in terms of the amount of time spent on task, or time spent concentrating on the lesson. The physical organization of the classroom, the instructional style of the teacher, and the subject taught (biology, general science, chemistry, and earth science) were taken into consideration by the observers. Helping behavior, as distinguished from social or cooperative behavior, was most frequently observed in biology classrooms, predictably in laboratory work. Students apparently interpreted the laboratory situation as legitimate for helping or working with each other. Helping instances centered mainly on requests for information such as definitions of terms or clarification of the assignment. Cooperation and interaction between students was rarely found during lectures, although social interactions did occur during these periods. A discussion is presented on the value of cooperative interaction between students and its effect on academic achievement, particularly in the science classroom. (JD)