Classroom talk is an example of institutional discourse, based on asymmetrical distribution of communicative rights and obligations between teachers and students. Teachers hold power and solidarity relationships with their students. It has been assumed that, in general, women are more concerned with solidarity while men are more interested in status and being powerful. In this study the interactions of 2 female and 2 male teachers of Mentally Disabled Department of Education Faculty are recorded during their face to face teaching. The study is centered on an analysis of 3 discourse features: the occurrence of questions, rhetorical questions and first person plural usage. The results emphasized the existence of professional solidarity between the teachers and students of Mentally Disabled Department. (Contains 1 figure.)