The instruction of six teachers in a private school (Benchmark) for bright underachievers that is characterized by a strategic teaching initiative, strong instructional leadership, and collegiality was examined to characterize the nature of instructional dialogue. Lesson transcripts were coded for the presence and organization of eight instructional moves often found in a good strategy instruction. Results demonstrated teachers' fidelity to a particular vision of instruction. Instructional moves designed to make strategic processing specific and explicit were found in all lessons, with the majority of lessons containing at least seven of the eight strategy instruction moves. Instruction was found to be transactional and process-oriented. Interactive cycles of dialogue, during which teachers were responsive to students' strategic construction of knowledge, were prevalent. Student and teacher demographic variables were considered as they related to characteristics of instruction. The transactional strategy instruction that was found is likened to instruction described by G. Duffy and L. Roehler and is contrasted with a recitation model of instruction. Four tables and three figures representing instructional materials are included. Contains 52 references. (Author/RS)