This inquiry was conducted to develop indigenous research methodology aimed at minimizing the gap between educational research and practice. The intent was not to produce a final or complete solution to the problem, but rather to suggest a procedure which would provide partial closure. Alternative methods, including various types of linkage systems, as well as inductive and deductive approaches, were examined. From this examination, a process was developed which combined theoretical-deduction and empirical-induction with a procedure which had its derivation in symbolic interactionist theory and methodology. The resulting combination, referred to as "Indigenous, Interactional Research," was designed to maximize interaction between the researcher and a practitioner in analyzing educational experiences. In a field test of this process, groups of adult learners were videotaped in: (a) individualized programmed instruction, (b) group process instruction, and (c) a combination of the two. Inductive and deductive interactional analysis of the taped data resulted in the generation of decision and conclusion oriented hypotheses. Such a methodology can generate indigenous hypotheses and theories relevant to the improvement of both educational research and practice. (Author/DG)