The study examined the teacher-student interactions of 29 adolescent learning disabled (LD) students and their regular classroom teachers. A review of research revealed that students who are low achievers, hyperactive, defiant, and dependent receive less approval and support and more criticism and disapproval from their teachers. Ss were observed in regular classrooms in two high schools. Teachers were administered the Demographic Information Form, the Attitude toward Handicapped Individuals Scale, and the Devereux Adolescent Behavior Rating Scale, and students were given the Teacher Approval-Disapproval Scale. Results indicated that teachers were equitable in their interactions with LD and nonLD students and did not perceive LD students as more hyperactive, defiant, or dependent than nonLD students. Even though LD students were treated like nonLD students, they perceived less approval and more disapproval from their teachers and were happy in their regular classrooms significantly less often than nonLD students. Appended are observation sheets and instructions and tables with statistical data. (Author/SB)