The research aims at investigating the ratio of classroom verbal interaction of Math student teachers based on Flanders’ System and its relation to their teaching performance as perceived by Palestinian students. A sample of 153 male and female students was randomly selected as cluster sample in addition to a sample from their teachers (21). Flanders’s observation matrix and teaching performance rating scale were used to collect data. Results showed that the level of teaching performance was high, while the teacher’s speech rate (74%) came higher than the Flanders’ ratio. Results also showed that the student’s speech rate was (27%) and that is within the Flanders’ ratio. The rate of silence and chaos (22%) is higher than Flanders’ ratio. It was also found that there were no statistically significant differences due to gender with a positive correlation between the rates of verbal class interaction and teaching performance among teachers. The author concluded the paper with a set of recommendations.