A project was conducted to study the interrelationships of teacher and/or student classroom behavior as measured by four different observation systems employed simultaneously to assess a given teaching-learning situation. Subjects were 71 student teachers each of whom was observed for 20 minutes during the latter half of his student teaching by a team of four trained and reliable observers, each using a different observation system. The four systems were 1) the Reciprocal Category System (RCS), a modification of the Flanders system of verbal interaction analysis; 2) the Florida Taxonomy of Cognitive Behavior (FTCB), an operationalized modification of Bloom's Taxonomy of Educational Objectives: Cognitive Domain; 3) the Teacher Practices Observation Record (TPOR) measuring teacher experimental and nonexperimental behavior; and 4) the Taxonomy of Imagery Provocation (TIP) to assess teacher behavior on a concrete to abstract imagery-related continuum. Data was treated by a principal components factor analysis program with varimax rotation; the rotated factor matrix was analyzed to identify clusters of classroom behavior that tend to group together on the basis of a common dimension or factor. Findings revealed 11 such factors. Several strong relationships were found within one or more of the four instruments as well as between pairs of instruments. (Findings are discussed. Instruments are included.) (JS)