The present study was an interactive study to find out the FIACS the verbal classroom teaching behaviour of male and female teacher educators. Considering the wider area of location of the colleges from various areas catering the larger population of teacher trainees in Jammu and Kashmir, six (06) teacher training institutes were randomly selected with equal number of 03 colleges from Jammu province. The total sample for the present study consists of 60 teacher educators selected randomly from different teacher training colleges of education of J&K with equal number of 30 male and 30 female teacher educators. In order to assess the interaction analysis of classroom behaviour of teacher educators an observation schedule based on Flanders interaction Analysis Category System (FIACS) was administered to record the verbal behaviour of the teacher educators in accordance with the ten categories enunciated by Flander. The findings of the study revealed that male and female foundation course teacher educators on Flanders verbal teaching behaviour were found significant on pupil talk; indirect teacher talk; pupil initiative ratio, teacher response ratio; teacher question ratio and pupil steady state ratio indices. Male foundation course teacher educators have more tendencies and the response received from the pupil. Male teacher elaborates these responses making it the basis of discussion as compared to female foundation course teacher educators who have fewer tendencies to react the ideas and responses of the students. Male teacher question ratio (TQR) was found high on female foundation course teacher educators. Male foundation course teacher educators make frequent use of question about their content.