This chapter provides a comprehensive statistical analysis of the relationships between each of the variables defined in the previous chapter. Using the methods outlined in Chapter 8, measures of intersubjectivity and collaborative complexity are applied to 277 episodes of naturally occurring preschooler free play across five Head Start classrooms. Contextual variables external to the interacting group include the flexibility of the space and materials in the activity area. Group variables include gender composition, group size, primary play type, and duration of the episode. The results show that intersubjectivity is positively related to collaborative complexity, supporting the concept of collaborative competence as being composed of both dimensions. Types and degrees of intersubjectivity between episodes vary with play type and gender composition, and longer episodes have higher intersubjectivity. Space and material flexibility along with group size have significant impacts on collaborative competence. High collaborative competence was found in episodes characterized by either high degrees of cooperation and joint attention intersubjectivity or by high degrees of reciprocal collaboration and social intersubjectivity. The results show how different contexts support specific forms and dimensions of collaborative competence. The discussion centers on the role of collaborative competence as a useful concept for assessing interactions.