The objective of the article is to analyze the relationship between teacher-student interaction and the promotion of learning in the classes of primary education teachers from schools with different levels of learning achievement. A descriptive study was designed using qualitative and quantitative methods. It combined qualitative classroom observation of two fourth-grade teachers and non-parametric statistical analysis of the relationship between the structure of conversation and Mediated Learning Experiences (MLE). It was found that the conversational patterns and the MLE criteria are more varied and interrelated, and promoted more student participation in the classes of the school with the higher level learning achievement, compared to the classes of the school with the lower achievement level.