This study examined differences between kindergarten and first-grade children identified as at risk (AR) or not at risk (NAR) for the development of severe emotional disturbance on selected factors of classroom dynamics. Screening, using the Systematic Screening for Behavior Disorders measure, of all 628 kindergarten and first-grade children at two Florida elementary schools resulted in identification of 108 students at risk for development of serious emotional disturbance. Comparison focused on teacher factors, classroom interactions, student factors, and instructional factors. Both statistical and qualitative procedures were employed to analyze data. Results indicated that AR students experienced a markedly different reality in the classroom than their NAR peers. Four major findings emerged: (1) AR students were generally rejected by their teachers while NAR peers were not; (2) AR students received significantly more negative or neutral and non-academic teacher feedback statements than NAR peers; (3) AR students spent significantly less time academically engaged than NAR peers; and (4) teachers made few accommodations for these students and were generally resistant to making adjustments in tasks, materials, or teaching methods to meet the individual needs of AR students. However, AR and NAR students did not differ significantly in the number of initiating or receiving social interactions from peers or in their positive perceptions of teachers' expectations. (Contains 33 references.) (DB)