THE FLANDERS METHOD OF INTERACTION ANALYSIS WAS EMPLOYED IN AN ANALYTICAL STUDY OF HIGH SCHOOL PHYSICS TEACHING. THE STUDY OBJECTIVES WERE (1) TO DESCRIBE THE CHARACTERISTICS AND PATTERNS OF TEACHER-STUDENT VERBAL INTERACTION IN HIGH SCHOOL CLASSROOMS, (2) TO DETERMINE RELATIONSHIPS BETWEEN TEACHER EFFECTIVENESS, AS MEASURED BY SELECTED ASPECTS OF STUDENT ACHIEVEMENT, AND FLEXIBILITY OF TEACHER INFLUENCE, AND (3) TO PROVIDE A STORE OF USEFUL DATA ON THE DISCOURSE OF HIGH SCHOOL PHYSICS CLASSES WHICH WILL FACILITATE FURTHER ANALYSES. CLASSES WERE OBSERVED FOR 4 CONSECUTIVE DAYS IN THE FALL AND 3 CONSECUTIVE DAYS IN THE SPRING (1964-65). DATA GATHERED DURING THESE PERIODS WERE ANALYZED USING A CONTROL DATA 1604 COMPUTER. IT WAS CONCLUDED THAT (1) THE FLANDERS METHOD OF INTERACTION ANALYSIS WAS A FEASIBLE METHOD FOR ACQUIRING USEFUL DATA CONCERNING WHAT TAKES PLACE IN THE HIGH SCHOOL PHYSICS CLASSROOM, (2) THERE IS LITTLE OR NO TEACHING TO CULTIVATE STUDENT INQUIRY IN THE HIGH SCHOOL PHYSICS LABORATORY, AND (3) STUDENT GAINS WERE FOUND IN THIS STUDY TO BE LIMITED TO SUBJECT MATTER FACTS AND CONCEPTS. SINCE UNDERSTANDINGS OF THE NATURE OF SCIENCE (PROCESS, METHODS, AIMS) ARE CONSIDERED IMPORTANT, THE LACK OF GAIN ON THIS TEST RAISES SERIOUS QUESTIONS ABOUT THE CURRICULUM AND PHYSICS TEACHING. (LP)