This study examined the dynamic organization of interactions specific to attachment groups in a learning situation. Participating were 62 mothers and their 12- to 16-month-olds, observed in the laboratory during three 3-minute learning tasks. After the laboratory session was completed, the Strange Situation procedure was conducted. Findings indicated that the proportions of attachment classifications were: A (avoidant), 31 percent; B (secure), 40 percent; and C (ambivalent), 29 percent. For the learning/teaching tasks, videotapes of interactions were coded on a real-time basis with the INTERACT coding system. Eleven clusters of behaviors were devised. Twenty-seven percent of the observations were coded independently, with percent agreement ranging from .88 to .99 and kappas from .61 to .79. Conditional probabilities (within 3 seconds) of occurrence of cluster combinations were used to measure the two dimensions of contingencies. Findings revealed some similarities in the contingencies experience among the three groups and also some differences in their dyadic functioning. Group B (secure) exchanges were characterized by reciprocity and cooperation; most of the behaviors were organized in relation with the partner's behaviors. Group A (avoidant) showed parallel participation whereas there was a sporadic and selective collaboration in the C (ambivalent) group. (Author/EV)