Research has shown that wait-time (the amount of silence between teacher and student echances) is a part of an interdependent student-teacher interaction system and that the manipulation of this variable has measurable effects on teacher input variables, student outcome variables, and acquisition variables. Since the acquisition of extended wait-time is and has been a major concern in teacher education, an inexpensive, readily accessible wait-time training model was developed and validated. In addition, the effects of extended wait-time on associated discourse variables (including repeated verbal patterns, question frequence and type, compliance moves, and reward patterns) were examined. A written protocol model was used as the training method for a group of 23 inservice teachers. Preservice teachers (N=23) served as the non-equivalent control group. Each subject taught a series of inquiry lessons to a group of four elementary-aged pupils, taped each lesson, and analyzed the wait-time according to procedures in the protocol. Results indicate that teachers could significantly increase their wait-time and could reach criteria (3 seconds) in two sessions. In addition, the teacher-calculated wait-time did not differ significantly with a microcomputer pause analysis apparatus. This desired effect supported the hypothesis that teachers learn and accurately calculate their own wait-time using the written protocol model. (Author/JN)