In this case study the quality of mediational teaching was evaluated for interactions between teachers and pupils in special education in regular Norwegian primary schools. Mediational teaching is interpreted as a process by which a teacher mediates a given curriculum using certain categories in interactions with a pupil. The categories are "focusing"; "affecting"; "expanding"; "competence"; "regulation"; and "different". The study is based on a social cognitive theory as developed by the Israeli scientist Reuven Feuerstein. Initially an observation instrument was developed. The instrument was used to measure the quality of mediational teaching practiced in four cases of teacher and pupil dyads. The results imply that the quality of mediational teaching was low in all four cases. These results may hopefully encourage teachers to employ a wider and more varied use of the categories in mediational teaching than what was found in this study. (Contains 3 tables.)