A study was undertaken to determine if there was a difference in verbal responses in classrooms of teachers who scored high and who scored low on the complexity scale of the Omnibus Personality Inventory (OPI), which measures teacher tolerance of ambiguity and preference for complexity. Forty college English teachers were tested and ranked according to the norms of the OPI. Teachers with the six highest and the six lowest scores were identified and their classes were observed using the Verbal Reaction Behavior Log. This log provides a means for recording teacher behavior according to learning outcomes and objectives as they are typically found in curriculum guides, and codes these behaviors according to three major categories: cognitive, skill, and affective. Each category has subcategoies that classify the behavior in terms of its complexity level. The results showed that high complexity scorers maintained significantly more verbal responses in higher levels of cognition, had more verbal responses in the higher skills levels, and gave more positive reinforcement and personal involvement than did low complexity scorers. Overall, the findings suggest that high complexity teachers have an intellectual disposition that challenges student thought and demands more support for contention, greater divergence in analysis, and more and deeper responses. (FL)