As part of a desegregation plan in Detroit, teachers in recently desegregated schools were involved in an in-service program designed to provide for equal instructional opportunity. One hundred fifty-eight elementary teachers, 99 middle school teachers, and 49 high school teachers in 306 classrooms participated in the program. Teacher -student interactions were examined in a series of 4 way ANOVA tests. The report indicated that black students received a greater proportion of questions from teachers than did white students. They also answered fewer questions, received more criticism from teachers for their behavior, and had more self-initiated questions or relevant comments. The results of the study indicated that black students and males received a greater proportion of the classroom interactions than did white students or females. Both male and female teachers acted in similar ways with males and females. A "cross-race" effect between white teachers and their students was also noted, with black students receiving a disproportionate number of interactions. Tables which present breakdowns of teachers' sex, race, grade level, and patterns of teacher-student interactions are included. (Author/JP)