This study describes the social interactions used by a group of 10 secondary-aged students with severe to profound mental retardation, using data gathered through the use of narrative recording procedures. The students' interactions were recorded during school arrival, lunch, and vocational training. Results are presented along three dimensions: task versus non-task interactions; direction of interactions; and purpose of interactions by condition. Results of teacher ratings and parent interviews are also presented. Students interacted 99% of the time with other adults. Students were involved primarily in task-related interactions in which the purpose was to direct, question, or provide information. Even at lunch, which is primarily a social time for nonhandicapped workers, interactions between teachers and students involved directions, questions, and information related to feeding or lunch programs. Though students were judged to be in the fluency and maintenance stages of learning their jobs, they received even more directions, praise, and criticism in vocational contexts than in the other contexts. Results are discussed with respect to the implications they have for facilitating the transition from school to work. (34 references) (JDD)