The study sought to develop a reliable category system for use in providing data on teacher-student interaction in junior high school industrial arts classrooms, and to recommend further research using this system. As a result of the first three of seven observation visits involving ten Colorado junior high school industrial arts teachers, an Industrial Arts Interaction Analysis System was developed. The next two observation visits were used to field test the category system. The reliability was found to be O.80 or higher as determined through the use of Scott's coefficient and checked by two trained observers with agreement between the two observers. A jury of six industrial education educators judged the system to be valid in relation to the description of the categories. The system was found to be capable of providing data on the general patterns of teacher-student interaction and the percentage of classroom time spent in: (1) various responsibilities, (2) all forms of teacher appraisal, (3) direct and indirect teacher talk, (4) student talk, divided into categories, (5) silence, and (6) chaos and confusion. This Ed.D. thesis was submitted to the University of Northern Colorado. (GR)