The present study was designed to (a) investigate teachers' approval and disapproval behaviors towards academic and social behaviors of students in mainstreaming classrooms and (b) determine whether or not having special needs be a predictor of teachers' approval and disapproval behaviors. The study group consisted of 43 teachers who were working in the elementary schools in Bolu and had students with special needs in their classrooms. Ten observers recorded academic and social approval and disapproval behaviors of 43 teachers using Teacher Behaviors Observation Form. In the analysis process, descriptive statistics and Categorical logistic regression analysis techniques were used. The results of the analysis indicated that teachers used disapproval behaviors more than approval behaviors, and used academic approval and disapproval more than social approval and disapproval and recognized and responded to the behaviors of students with special needs more than their peers. Teachers