Nearly parallel studies in two different cultural settings are compared. The interpretations teachers make of students' classroom behavior was the aspect of teacher cognition discussed. One study took place in southern California while the other was done in west central France. The participation of "problem" and "non-problem" students during ordinary lessons was videotaped. In American classrooms, "problem" students were children whom teachers had previously referred to the district as candidates for special education. In French classrooms, "problem" students were those who would be required to repeat a grade, students whom teachers would refer to special education classes, or those who were promoted only with strong reservations. The preliminary results indicated categories teachers use in judging students are not bound by considerations specific to local classrooms or cultures. Teachers' interpretations of individual students' behaviors are tailored to the child and the specific situation in which the interpretation takes place. There was a discrepancy between the perceptions of teachers viewing videotaped sequences of classroom behavior and those of an independent panel of judges. (DWH)