A study involving 16 elementary school teachers and 32 low social status children was conducted to improve the social status of target classrooms through the implementation of an "in situ" Computer Assisted Teacher Training System (CATTS) intervention. During the treatment phase, teachers in Group 1 (n=8) received 12 CATTS post-session feedback opportunities in the format of hardcopy computer printouts, which were profiles of the teacher interactions with low-status children. Teachers in Group 2 (n=8) received only seven sessions with CATTS post-session hardcopy computer printout feedback. At the end of the study, posttest sociometric measures were administered to all children. Data revealed that teachers in both groups increased their frequency of giving positive reinforcement and asking questions in the classroom as a result of the CATTS data phone intervention. Results also showed that the low-status pupils increased in their classroom interactions from baseline to treatment phases. (Appended materials include instructions for sociometric testing, information on reading the computer feedback printout, and the Indiana Interaction Index categories and definitions.) (Author/SBH)