Noting that while student teachers may be well versed in theories of instruction, they frequently lack a particular type of communication competence for the classroom, this paper describes a project for training teachers by using videotapes of teacher/student interaction during reading lessons. The first part of the paper describes the three phases of the project: (1) presenting actual videotaped reading lessons of teachers from several classrooms to illustrate the basic language concepts encompassed by interaction; (2) analyzing interaction through studying videotapes and transcripts of a select sample of key segments from the reading lessons, focusing on how teachers and students communicate during the instructional component of a lesson; and (3) discussing the results of the student teachers' sequence-by-sequence analysis. The second portion of the paper presents the questions used to frame the analysis of each sequence of one of the videotaped segments. (HTH)