A study examined teacher-student interaction in Kentucky's secondary and postsecondary vocational education classrooms. It investigated whether sex bias or inequities were present and what might explain such differences. A literature review focused on studies conducted at different grade levels with relation to sex bias and classroom interactions. Individuals trained in classroom observation techniques observed 245 class sessions. Sixty-three secondary home economics, agriculture, business, and other vocational education classes and 22 postsecondary technical skills and support/core courses were observed. It was found that vocational teachers provided very little praise or criticism of students' work; 54 percent of secondary and 62 percent of postsecondary classrooms did not have a single incident of praise. Of 579 conduct-related interactions, 3 were to praise the student; 520 were to remediate or criticize. Males consistently received a disproportionate number of interactions; the disparity was greater in secondary classrooms. Postsecondary teachers interacted with significantly less criticism. Greater equity existed in postsecondary classrooms. Teacher gender did not appear to affect interaction. The only teacher characteristic that was related to interaction with students was previous training in classroom interaction strategies. (Seventeen data tables are provided. Appendixes include 44 references; correspondence; teacher data form; observation instruments; and 22 data tables.) (YLB)