Although differences between field-dependent and field-independent subjects have consistently been described in research on personality variables, insufficient research has been done in classrooms to describe differences in teacher behavior as related to the field-dependence-independence construct. Using ethnographic techniques, this exploratory study considered a wide range of variables in classroom interaction patterns in order to determine if any differences in the behavior of field-dependent and field-independent teachers would emerge. Five elementary school teachers participated in the study. Each was observed, for 24 hours, in the classroom setting. Eighty categories were devised as a result of the observations. These categories were grouped under 10 general headings. Field notes were coded by category and total tallies were determined. A chi-square statistic was computed on tallies for all headings. Final results showed significant differences in the categories of Teacher is Directive, Analytical, Critic, Nurture, and as Manager. These results suggest several contrasts in the ways field-dependent and field-independent teachers tend to operate in their classrooms, but are not intended to prove the existence of such differences; rather, to suggest useful areas for subsequent empirical research. (Author/GK)