A study examined student initiated and teacher initiated influence patterns that make up aspects of bidirectionality. The study also identified ways in which these patterns relate to student learning and attitudes. Study subjects included 21 fifth-grade students and their teacher. Thirty-six social studies lessons, representing a unit, were videotaped over a 10 week period. Classroom interaction was assessed with an adaptation of the Teacher-Child Dyadic Interaction instrument. Learning was assessed with 30-question multiple choice tests administered during and following the study, and attitudes toward the teacher and lessons were assessed with "Pupil Perceptions of a Class Period" and "Postclass Reactions," each of which were administered 9 times during the study. Overall study findings provide support for a bidirectional model of classroom interaction, in which both the teacher and students exert influences on one another. The most significant finding seems to be that student influence patterns are more closely related to higher levels of achievement and positive student attitudes. (JMK)