This paper examines the effects of two types of data collection strategies on Q-technique factor analysis. The subjects (classroom teachers) were divided into two groups: Group 1 (n=21) and Group 2 (n=23). The subjects responded to an instrument designed to measure the degree to which certain aspects of teaching are viewed as problems; the instrument is "The Problems of Teaching Survey" (POTS). Data were collected from Group 1 using the traditional Q-sort method. Data were collected from Group 2 using the traditional Q-sort and mediated-ranking techniques. Principal components analysis was used to extract factors from each group, and the factors were rotated to the varimax criterion. Factor scores were also used in the interpretation of the factors. The results indicated that the mediated-ranking data collection strategy facilitates the most meaningful interpretation of the factors. The 51 items of the POTS are listed. (Contains 13 references.) (Author)