The purpose of this study was to determine the effect of training teachers in the use of strategies for content development through classroom communication behaviors, to determine the discriminatory power of the Content Analysis System, and to describe some of the relationships of content development characteristics and interaction characteristics. Inservice teachers were trained in the Content Analysis System and in strategies of content sequences, including enumeration, deductive and inductive organizations for identifying and classifying, defining sequences, process analysis, and comparison and contrast. Pre- and post-audio recordings of class sessions by the experimental teachers were coded by means of the Flanders System of Interaction Analysis and the Content Analysis System and were compared with data from a control group. Findings were that: 1) Changes in observed behaviors suggest training effect. 2) Content patterns can be identified by the Content Analysis System. 3) Interaction cycles and content development patterns are interrelated. (RT)