In this study an observational system, "Inquiry Interaction Analysis Categories" (IIAC), was developed for analyzing the verbal teaching behaviors of 23 secondary science student teachers. The analysis was made from audio recordings. The Flanders type instrument consisted of 12 categories, some of which were specifically designed to record verbal inquiry teaching techniques. Data processing utilized computer programs for constructing matrices for individuals as well as cumulative matrices. The statistical analysis revealed a degree of complication such that acceptance or rejection of stated hypotheses was not appropriate. It did reveal data that could be used in individual counseling of students. Trends in verbal teaching behaviors could be interpreted by comparisons of various mean scores. It was expected that verbal inquiry teaching techniques would be used by student teachers who taught the so-called new science curricula and that a change in the verbal teaching behaviors would occur in favor of those behaviors generally considered to reflect inquiry verbal techniques. Findings seemed to support these expectations. (Author/EB)