This study used qualitative research methods to investigate instructional and noninstructional interactions of Hispanic and non-Hispanic teachers with Hispanic American students. Two monolingual non-Hispanic teachers and two bilingual (Spanish and English) teachers at two public elementary schools were participants. The teachers had similar teaching styles and made similar efforts to clarify, monitor, and expand their students' understanding. The most striking difference was the use of Spanish by bilingual teachers with Hispanic students during personal or casual conversations. This connection provided an avenue for teachers to ease the acculturation experiences of their students. There was also an observable difference between monolingual non-Hispanic teachers' expectations of Hispanic students and the bilingual teachers' expectations. Monolingual teachers said they had equal expectations, but bilingual teachers were aware that they had a special understanding of their students' problems. Hispanic teachers assumed mentorship roles for Hispanic students in a way not observed with the non-Hispanic teachers. Three tables present study findings. (Contains 127 references.) (SLD)