This study investigated the seating patterns of target students in science classrooms to see if there was an action zone or t-zone present. Fifty-six physical science and chemistry classes were observed using the Brophy-Good Teacher-Child Dyadic Observation System. Target students were identified and their interactions were compared to non-target students. Target student interactions for direct questions and student-initiated interactions were analyzed to ascertain whether the teacher or the student determined target student status. Results indicated that no t-shaped action zone was present in the classes observed. Target students dominated class interactions and received more direct questions, teacher afforded conversation and sustaining feedback. Nearly one-third of all students observed in the study did not interact at all and were silent. (Author)