This research report reflects the use of precision teaching techniques incorporated into a microcomputerized observational system to assess bilingual instructional practices and student outcomes. Three local educational agencies were monitored to assess the relationship between the demographic background of the student and the interactive profile of the teacher in relation to instruction, equity of attention, and teacher mobility. Outcomes included the student response types and his self report on understanding instructions and language used to process information. Findings suggest that the research procedures and technology used provide a broad evaluation base built upon a substantial amount of quality data. (Author)