An observational measurement system was used to examine the interaction of 14 learning disabled (LD) students (12-15 years old) and their teachers. Interactions were compared with those of 16 non LD students (12-16 years old). It was hypothesized that LDs would have fewer interactions with their teachers and that the proportion of negative interactions would be greater. Measurement systems included a behavioral observation system and the Teacher Approval Disapproval Scale (TADS), a questionnaire completed by LD and non LD Ss. Contrary to the hypothesis, no major differences were found between the student-teacher interactions of LD and non LD Ss. Results from the TADS did not support the contention in the literature that there are social perception differences between LD and non LD students. (CL)