This study examined the learning/behavioral patterns of children exposed to drugs and those not exposed during a math lesson. Data were collected concerning four male second graders (three white students and one black student) and their teachers. All of the students were classified as having severe behavioral handicaps. Two of the students had been exposed to crack/cocaine at birth, and the other two students had not been exposed to drugs. Teacher expectations as well as students' behaviors were addressed in the study design. The data permitted a detailed qualitative analysis of a classroom setting. Data from formal and informal observation sessions, audiotaped teacher interviews, and videotaped sessions of classroom interactions suggest that there are no observable differences in the learning/behavior patterns of children exposed to drugs when compared to those not exposed to drugs. These results support the need for further research concerning teacher-student interaction in the classroom setting. Examination of special teacher preparation for dealing with children exposed to drugs is suggested. (TJH)