This study explored the possibility of using the Multi-Trait Multi-Method (MTMM) approach of D. Campbell and D. Fiske (1959) to examine the educational ecology of classrooms. Using the MTMM approach, the study focuses on the extent to which multiple methods of inquiry (surveys, drawings, and videos) are valid indicators of classroom teaching and learning experiences. Two broad classrooms traits were examined: the mode of instruction and the variety of learning materials used in the classroom. The samples consisted of 20 classrooms in grades 3 to 6 in 3 elementary school systems. Assessments included 30 to 45 minutes of video taping in the classroom during instruction, followed by closed-ended surveys and student drawings of teaching and learning. Constrained emergent coding was used to score student drawings and classroom videos, with three raters for drawings and three raters for videos. Raters established a high degree of consistency in the coding. Findings indicate that student drawings and classroom videos demonstrate strong evidence of convergent and discriminant validity (construct validity) in assessing mode of instruction and variety of learning materials used in the classrooms. Surveys demonstrated strong evidence of discriminant validity, but revealed mixed results for convergent validity. Results provide new insights into the use of drawings and videos as assessment tools for the educational ecology of classrooms. The drawing and video scoring guides are attached. (Contains 11 tables and 46 references.) (SLD)