The article presents the results of a research survey into dialogic communication in a Czech school at the lower secondary level. It is based on the premise that in contrast to ordinary interpersonal dialogue, educational dialogue has certain distinctive features. The article therefore seeks to answer the question of what these distinctive features are and whether different types of educational dialogue may be identified. Qualitative analysis of audio recordings of ten lessons given by different teachers provided the basis for identification of the specific features of educational dialogue and at the same time the positing of a distinction between polar types of dyadic educational communication, i.e. intentional and illusionary dialogue. The finding that the way in which a teacher provokes and manages the educational dialogue is kept up for the rest of the lesson, and retains certain consistent characteristics throughout, was a starting point for analysis.. Intentional dialogue represents the kind of educational communication that is managed and led by the teacher and primarily meant tp secure the fulfilment of pre-established educational goals. At the same time, however, it retains most of the characteristics of interpersonal dialogue. The communication actors take an active part in inten tional dialogue, are interested in the theme and listen to each other. By contrast illusionary dialogue shows a series of very specific features by which it differs from ordinary interpersonal dialogue to the extent that all that remains of the latter is a superficial structure, the illusion of real dialogue. The structure of the dialogue is set in advance, and the communication actors have only a very limited potential for choice. Illusory dialogue also involves the sacrifice of authenticity in communication, and therefore the sacrifice of interest in the other and mutual listening. The dichotomy of intentional - illusionary dialogue is elaborated in the text and demonstrated on the basis of examples. The article this presents different kinds of educational dialogue as they really occur in.