The purpose of this study was to illustrate the use of an interaction analysis in assessing specific objectives of the Demonstration and Research Center for Early Education (DARCEE) preschool program. A time sampling technique was used to monitor the interactions of 8 children (3 males, 5 females) in two settings in the DARCEE Head Start classroom. Information pertaining to task orientation, verbal content, and use of props within an interaction, in addition to the modality (verbal, physical, gestural) and affect (positive, neutral, and negative) of both initiator and respondent was recorded on a checklist. A series of analyses were performed to determine effects between and within settings on the frequencies and patterns of interactions for three initiator-respondent pairings (child-child, child-teacher, teacher-child). A number of results are presented and discussed. The use of interaction analysis appeared to be successful in achieving the goal, providing systematic assessment of the application of specific DARCEE principles in the classroom. (Author/MS)