Using a case study approach, this study focuses on a physical science teacher's method of pacing instruction and the use of target students. This report includes an examination of: (1) the teacher's perceptions of the target students in the science class; (2) possible reasons for certain students being target students; and (3) types of questions that students received. With the intention of obtaining information on the basic management of the classroom, the investigation centered on what patterns of turn taking exist in a ninth-grade physical science classroom. Also reviewed are the views of the observed teacher and an analysis of the teacher's behavior based on observational data and the perceptions of the teachers. Implications for instruction and research are discussed. (ML)