The paper examines an expert systems methodology for identifying and modeling the problem-situated expertise of the regular class teacher, with the objective of determining how regular class teachers who demonstate consistent success or expertise mediate instructional problems. The study, with six identified expert primary-level teachers, analyzed 12 case studies using an heuristic classification model. Although the teachers did not apply the same sets of strategies, they did apply similar classes of strategies, including viewing the classroom as a social system and using reciprocal interactions to teach various roles and responsibilities. Among major findings was that the expert teachers shared the expectation that every student entering their classroom would learn. The teachers elicited student responses to guide students further and made effective learning strategies explicit to their students. Ten solution classes were identified, including building the learner's sense of competence, increasing the student's motivation to learn, and increasing active participation. The expert training systems methodology was seen to provide a preliminary training materials prototype appropriate for use with regular educators. Includes 45 references. (DB)