Relationships between classroom teacher preemployment interview scores and performance during the first 6 months of employment were investigated in an Ohio school district. Permanently employed teachers were the target of the study, which used data from 4 aspects of interview scores and 13 performance criteria to study relationships between 2 groups. Group "A" was composed of 14 individuals who interviewed consistently well; group "B" was comprised of 12 individuals who interviewed consistently less well. Research included descriptive data of those hired concerning age, race/ethnicity, training, experience, date of hire, and salary. Such information was part of monitoring nondiscriminatory employment practices and results. On each of the 13 performance-related items, the "A" group performed better than did the "B" group. Interview procedures are concluded to have a predictive value in teacher job performance. Descriptive data ensured that interview procedures provided equal employment opportunities. Bachelor degree grade point averages are not related to interview scores or teaching performance. Based on this study's findings, recommendations are (1) to improve personnel department responsibilities, (2) to lessen the school district's liability in allegations of illegal discrimination, and (3) to monitor interview and selection procedures. Data results and interview profiles are included. (CJH)