Trained and untrained teachers (N=37) of gifted students (grades 2 through 6) were observed and compared in the areas of individualization, cognitive quality of interaction, response patterns, and overall differentiation. Teachers were trained in applying B. Bloom's taxonomy to questioning techniques and in using management strategies for individualized instruction. As hypothesized, trained teachers used a greater variety of instructional patterns, asked more higher cognitive level questions and responded more facilitatively. Students in these classes gave more higher level responses and initiated interaction more often. Unexpected results included an indication that the most higher cognitive level activity occurs in small group settings. Results indicated that a teacher's qualifications for facilitative classroom interaction lie in use of a variety of grouping patterns, spontaneous use of higher level questions, and facilitative responding rather than correcting or praising comments. (Author/CL)