Public and private teacher-student interactions were coded for 551 students during 10 mathematics class periods in 18 classrooms, grades 5 through 8. The observation system used was a modified version of two systems, the Brophy and Good teacher-student dyadic interaction system, and the Dweck et al. observation system to code evaluative feedback. Analyses and discussion focused on similarities and differences of teacher-student interactions between the elementary and junior high regular and advanced levels. While there were no differences in the total number of interactions experienced by students at each school level, differences were found in how these observations were distributed across four behavioral categories and in the behavioral patterns associated with the various interactions coded. Evidence suggests that the roles assumed by teachers and students at the elementary level differ from the roles assumed by teachers and students at the junior high school levels. (Author)