In this paper, we investigate teachers’ interaction in Knowledge Forum using the interaction analysis model [12]. The teachers were given two tasks that were designed to engage them in building knowledge in the belief mode and the design mode [1]. The patterns of online interactions generated by these two tasks were compared. The results indicate that there is no discernable difference. It also indicates that the teachers’ interaction lack depth and they are oriented towards task completion. Implications of the results towards teacher development are discussed.