This study describes the interactive styles of two university professors and their students in traditional and reflective seminar contexts. As both professors taught the same group of undergraduates in an inquiry oriented experimental teacher education program and also taught groups of graduate students in traditional seminars, it was possible to analyze professor and student styles in both contexts. A discourse analysis system for seminar settings was used to determine how participants contributed to the structure and sequence of seminar talk in the four settings. Although structuring and sequencing styles varied between the two professors, professor style remained almost constant between settings, suggesting that the effect of context on professor style was minimal. Student styles were strongly influenced by professors; they varied their performance to match the professors' styles. No differences were found in the total number of moves (speech acts, comparable to sentences) contributed by students in different contexts. However, students enrolled in traditional seminars accommodated professor style to a greater extent than did students enrolled in reflective seminars, who contributed significantly more moves typically taken by the professor in traditional settings. These differences suggest that student participation in reflective and traditional seminars differed qualitatively rather than quantitatively. (Author/JD)