The purpose of the present study is to examine how first-year secondary teaching interns' classrooms compare to those of more experienced teachers. Through the simultaneous use of three unique observation instruments, the authors addressed the following research questions: (a) How do first-year secondary teachers' classroom behaviors compare to those of more experienced teachers? (b) How do first-year secondary teachers' students' behaviors compare to those of more experienced teachers? and (c) How do first-year teachers' overall classroom environments compare to those of more experienced teachers? Each of the instruments revealed a different perspective of the classroom procedures and combined to provide a comprehensive picture that was not otherwise possible through use of any one instrument alone. Overall and across all three instruments, the authors found substantial variability within both groups for many of the observed behaviors and environmental aspects. This large variability may be due to school-related factors and student demographic characteristics that impact classroom instruction. Content-related differences may also account for the wide variation with groups. By dividing the focus of the observations between the three areas, teachers, students, and classroom environments, researchers were able to gain deeper insight into the dynamics of the observed classrooms than would have been possible with a single instrument. By using multiple observation protocols to study the classrooms of both novice and experienced teachers, researchers were able to discern differences in pedagogy and classroom environment that would not have been evident via other data collection methods. It would be prudent to extend this line of research in the future by observing more teachers who fall into each category to build a more robust database with greater reliability.