This study compared the results of four different methods of observing teacher training. In addition, it used the results to identify those training techniques which seemed to be better at changing teachers' behavior in their classrooms. Twenty-nine teachers were trained by five trainers in five weekly training sessions, which were tape recorded. The recordings were analyzed using these observation methods: (1) Trainer Citation of Observation Variables; (2) Flanders Interaction Analysis; (3) B. O. Smith's Analysis of the Logic of Teaching; and (4) Content Analysis. The dependent variable was based upon pre- and post-training observations of the teachers in their own classrooms. The findings of the four observation methods, while consistent, revealed different facets of the training experience. The most accurate predictor of resulting teacher change was the total number of Trainer Citations of the Observation Variables, but the framework for the model, the structure of the trainer's interactions, relied upon the Flanders Matrix. B. O. Smith's analysis gave a glimpse into the processes that take place between the trainer and teachers, and how a teacher is induced to change. The Content Analysis identified those areas of training that appear to be the most useful to teachers in enabling them to change their teaching behaviors. Fourteen tables are included in the report. (Author/JD)