How the social organization of the classroom, including teacher and student roles, patterns of interaction, and norms extended or constrained students' learning opportunities was examined. A total of 6 English, science, and social studies classes in grades 6 and 7 were observed for the first month of the school year; activities in the school were monitored; and informal interviews were conducted with staff. Additional data were obtained through school documents and a previous observation interview study. Described in this report are: (1) how the teachers began the year--the differences in style and commonalities in the messages they communicated as they attempted to establish their preferred image and classroom atmosphere; (2) the teachers' means of establishing classroom rules and student teacher interaction patterns; and (3) the curricular and social meanings of the emerging ground rules and routines. All classrooms were clearly teacher dominated. Students seemed generally to accept teacher expectations. While the orderly social environment and effective classroom management did provide ample and equal opportunity for students to learn something, student initiative, although usually tolerated, was not encouraged. (RM)