Relationships among behaviors, defined within each of several observation systems, were determined and relationships across systems were examined to empirically derive dimensions of classroom behavior. These four observation systems were selected to include as broad a range of categories as possible: Fuller Affective Interaction Records (FAIR), Observation Schedule and Record--Form 5 (OScAR), Cognitive Components System (CCS), and Coping Analysis Schedule for Educational Settings (CASES). Observations were made from 138 lessons videotaped in fifth and eighth grade classrooms. Observational data from each system was summarized and intercorrelated. Correlations among categories within systems were factored to yield intra-system dimensions. Factors for each observation system and the relationships between factors are discussed in detail. The eleven behavioral dimensions represent overlap among factors obtained from each of the four coding systems. (PR)