Little use has been made of the process of problematic situations as an evaluative measure in studying human relations. This paper reports on work carried out by the author to further research and development of this measure related to human relations. An analysis is made based on three elements which are necessary for defining interest dimensions: (1) the sample of problematic situations, (2) a sampling of alternative courses of action, and (3) the task given the respondent to study. In each of the inventories, the situations consist of short paragraphs depicting a problem in human relations. The problem situations were those that might occur at elementary and high school levels. These were also situations in which the teacher may interact with her students. A rating scale was developed and administered to the groups. Methodology used included varimax rotation, oblique factors and correlations among oblique factors. The questionnaire used in gathering the data on problematic situations is included. (Author/DEP)