ABSTRACT  Research on classroom interaction within an ethnographic perspective views the classroom as a cultural setting with its own norms of behavior. Recent studies from this perspective have Focused on uncovering the (often-unspoken) norms of behavior that need to be internalized in order to be a successful member of the classroom community. This article illustrates how to use ethnographic techniques to achieve a better understanding of classroom dynamics, which will be of value to teachers and supervisors in planning and evaluating their courses. Focusing on the characterization of “success” in an Italian class through the analysis of interaction patterns and purposes of the participants, the study reveals the need For a continuity of teacher and students' goals, methods, and Forms of evaluation.