The impact of feedback and the effect of practice with either children or with peers on student teacher's attainment of specific teaching competencies were examined. The specific competencies were identified as maintaining teacher-pupil interaction, developing teacher-pupil repport, pacing the lesson, clarity of presentation, and the use of behavioral objectives. Sixteen preservice elementary education majors were assigned to teach elementary school children and fifteen taught to peers in a science methods course at the University of Texas. "Science-A Process Approach" materials were used in both situations. Findings indicated that practice with peers or with children made little difference in the attainment of the five specific competencies studied. Grade level taught, however, appeared to be a significant factor, as those who taught Grade 5 lessons showed greater gains in performance skills than did those who taught Grade 2. Systematic feedback was found to be essential in the development of pacing skills and clarity of presentation. (BC)