The annotated bibliography focuses on research regarding teacher interactions with handicapped Hispanic students. Citations and syntheses are grouped along four topic areas: (1) general findings about classroom interactions/expectations and their effects; (2) relationships between ethnicity and classroom interactions/expectations; (3) relationships between handicapping conditions and student/teacher interactions; and (4) relationships between handicapping conditions and teacher expectations. Among conclusions offered are that student ethnicity does appear to effect interaction, as does the presence of a handicapping condition. Although no study cited considered interactions with students who are both handicapped and Hispanic and/or limited English proficient, results of separate studies of these groups suggested that interaction with teachers was likely to be limited in frequency and mainly of a procedural nature. Implications for future classroom interaction research are offered. (CL)