The study explored how chemistry teachers and students interact during laboratory instruction. Two research questions served as the basis for this investigation. The study used a non-participant observation case study research approach. Thirty (30) chemistry teachers and one thousand two hundred (1,200) senior high school students from Delta State comprised the study’s sample. Data was gathered using a behaviour checklist known as Science Laboratory Interaction Categories (SLIC). One of the study’s main conclusions was that chemistry teachers had more teacher-student (vertical) interaction patterns (ii). Another finding was that chemistry students have student-student interaction patterns while they are participating in laboratories activities. It was concluded that the knowledge of what chemistry teachers and students do in laboratories can provide valuable insights for enhancing science education across all educational levels. It was recommended that both chemistry teachers and students should be re-trained through workshops and seminars on how to promote student-teacher interaction pattern for effective learning to take place.