A project was conducted to identify the pattern of interactions in a sample of 62 vocational classes in 19 representative Kentucky secondary schools and to compare the findings to other studies to ascertain whether these classes displayed the sex bias observed in previous research. Seven observers recorded classroom interactions using the INTERSECT Observation System. Desired results would reveal no sex bias (a proportionate number of interactions for either sex); however, this was not the case. The results of this study were consistent with previous research at the secondary level. A larger proportion of interactions was consistently directed toward males. This was true for all categories of interaction. Females received both less praise and less criticism. Teachers gave very little praise to their students, although most did reach a fairly high level of "acceptance" interactions, particularly with regard to academic work. On a more positive note, criticism occurred even less frequently than praise. In program areas, agriculture stood out with 21 percent more male praise interactions than would be expected, followed by home economics with 9 percent. Gender differences were much smaller for business and other vocational areas. The program areas were also quite close in remediation interactions. (The document includes 43 references. Appendices contain correspondence with local schools and INTERSECT observation instruments.) (KC)