This research shares findings from a year-long observational study to determine if there were significant differences in the identified behaviors of teachers and students in fourth and seventh grade classrooms in schools with an achievement gap versus those with no achievement gap. Specific research questions addressed types of instructional grouping patterns, instructional strategies employed, number and types of questions asked by teachers, and specific interactions observed during instructional and management episodes. The researchers found that instances of teacher normative control, student rebellion, and student off-task behavior were more prevalent in learning environments "with an achievement gap". Perhaps, more importantly, the research revealed that teachers across all classrooms relied predominantly on the use of low level questioning in whole group, teacher-directed settings.