Strategy analysis systems (SAS) used to describe classroom instruction are characterized by three components: (1) observing classroom behavior; (2) coding behavior into categories; and (3) data reduction with translation into meaningful feedback. Unique learning environments (laboratories and inquiry teaching) have necessitated developing SAS unique to science. Although these instruments have elements in common, they differ on various conceptual and contextual dimensions. SAS include: (1) categorical-linear, such as behavior checklists, which use nominal or continuous data to determine the frequency of specific instructional behaviors but not the relative change along a given continuum; (2) descriptive, designed to record and measure observed behavior without assessing the quality of what is being observed; (3) evaluative, designed to assess type and quality of teaching behaviors; (4) specialized, developed to measure specific teaching strategies and processes; and (5) general, designed to measure generic teaching behaviors. Although designed for research purposes, SAS are also used in teacher education, including training in use of instruments, analyzing teaching models, practicing teaching skills (microteaching), analyzing lessons (self, peer, supervisor analysis), and in reteaching. Research results indicate the efficiency of strategy analysis employed in assessing classroom behavior and as a means for training preservice teachers in using these behaviors. (Author/JN)