A case study of a seventh-grade mathematics classroom was conducted for almost three months in l985-86. The purpose was to investigate factors related to mathematics achievement. The 16 students consisted of 4 black females, 3 black males, 5 white females, and 4 white males; the teacher was a black male. The data came from field notes and audio recordings of 45 class sessions, systematic coding of teacher-student interactions, artifacts gathered during the classroom observations, student permanent school records, student attitude questionnaires, and interviews conducted with the teacher and with each student. Two tentative conclusions based on the data are: (1) teacher intentionality must be considered in order to understand teacher-student interactions and (2) differential student outcomes result not only from intended and unintended differential teacher treatment of students but also from equal teacher treatment of students. (Author/MNS)