This study addresses the question: Is the verbal interaction between teachers and students reciprocal? Teachers' and students' verbal behaviors were investigated using the verbal behavior classification system (CVC) in 72 seventh through ninth grade classrooms. The CVC system consists of a matrix of process and substance dimensions. Categories in the process dimension are: (1) seek; (2) inform; (3) accept; and (4) reject. Categories in the substance dimension are: (1) cognition-memory; (2) productive-critical thinking; (3) expressed emotion; and (4) class management. A stepwise regression analysis of results indicated that teachers' cognition, productive-critical thinking, emotion, management, and seek behaviors were directly predictable from the corresponding pupil behaviors. Verbal interaction reciprocity emerged in three of the process categories in such a way that teachers' inform and accept behaviors were dependent upon pupils' seek behaviors, and teachers' reject verbalizations were dependent upon pupils' inform verbalizations. An analysis of findings suggests that the process dimension of interaction is not as directly and reciprocally dependent as the substance dimension. The findings support the contention that the nature and type of pupil verbal behavior has similar and concomitant effects on the behavior of the teacher. A previous study on this topic concluded that the quality and type of intellectual climate are generally dependent on the quality and type of teachers' intellectual input. This study extends this conclusion in that the quality and type of intellectual climate are generally dependent upon the quality and type of intellectual input of both the teachers and their students. (Author/JD)