Evaluation of effective classroom teaching has long plagued school supervisors and administrators. Rating is generally done with criteria which varies according to the educational objectives of the rater as well as with his subjective impressions of the staff member being rated. Counselor Educators are faced with a similar problem when attempting to evaluate the practicum student's performance in the counseling situation. In 1965 Flanders published in an U.S. Department of Health, Education and Welfare monograph a system of quantifying selected verbal interaction between teacher and students whereby meaningful interaction between them in the classroom could be explored. This technique of interactional analysis lends itself to adaption for the evaluating the interaction of the counseling situation. By categorizing the possible responses in the counseling interview, recording them at timed intervals, and entering these data into a matrix, a comparison and analysis of the client and counselor responses are available. This paper is an explanation of an attempt to accomplish such a task. (Author)