This paper reports the results of a pilot study of the routine daily interactions of elementary school teachers. The study was undertaken to identify a method that can be used to study interaction patterns for a large sample of teachers. Specific questions were whether teachers would consistently record and self-report their daily interactions, and what type of instrument should be used to solicit information. Participants were 16 experienced elementary school teachers from 7 districts (9 schools). A journal, log, checklist, and open-ended interview were developed to measure teacher interaction. Effectiveness of these pilot instruments was evaluated using the criteria of number of incidents recorded, detail and quality of information, and comments and recommendations from the teachers. Data suggest that teachers can independently self-report their interactions with sufficient detail to make an analysis of interaction patterns possible. It is suspected that motivation to report interactions may be a factor in a larger sample of teachers. The interview method required considerable teacher and researcher time in spite of the useful information it yielded. The loose structure of the journal made it less efficient in eliciting the information needed. The log and checklist, however, were usable and effective in collecting information and are suggested for further studies of this sort. One figure and two tables present study data. (Contains 28 references.) (SLD)