The purpose of this project is to present the results of the authors efforts to analyze classroom discourse into strategies. The source of data used in this investigation is the same as that which was used in the previous study of the logic of instruction. It consists of recorded classroom discourse at the high school level including grades nine through twelve. Five consecutive class sessions where recorded for each teacher of each subject at each grade level. The recorded classroom discourse was transcribed and dittoed, and the dittoed materials were used in making the analyses both of the logical operations and of the strategies of instruction. It is hoped that this study will afford a broader and more adequate empirical base upon which to rest experimental studies of teaching. (JL)