This study analyzed children's comprehension of teacher directives at three levels of clarity. A total of 64 subjects, ages 5 1/2, 7 1/2, 9 1/2 and 11 1/2, participated. Photographic slides of teacher-pupil directive interactions paired with tape recorded teacher directives were presented to subjects under one of four levels of verbal context: Low, Physical, Classroom Norm, and High. There were significant effects for context and significant trends for clarity and for age. Children aged 9 1/2 utilized physical context more than norms, while 11 1/2 year olds used norms more. The evidence suggests that complex processes underlie children's manifest responses to teachers' directives. Children apparently do not possess comprehension skills as sophisticated as those of adults. Therefore when evaluating a child's behavior with respect to teacher directives, educators and psychologists should consider the clarity of the directive and the salience of the supporting context. (Author/RH)