To examine the feasibility of remote supervision of preservice home economics education students, 36 students involved in the student teaching experience were assigned to three methods of supervision: (1) face-to-face, with observation contacts and supervisory conferences at the public school, (2) audio-phone, phone conferences relating to audio-taped lessons and other problems, and (3) video-phone, consisting of phone conferences and video-taped lessons. The instruments used were a scale to measure pre- and post-teaching confidence, a critique form to measure improvement of a specific teaching skill, and a rating scale to measure satisfaction of the college supervisor, supervising teacher, and student teacher with the method employed. The methods differed significantly in relation to the satisfaction expressed by student teachers and supervising teachers. Face-to-face, video-phone, and audio-phone were favored in that order. The methods did not differ significantly in relation to the satisfaction expressed by college supervisors or the student teachers' confidence or teaching skill scores. Cost is comparable when schools and universities have the needed equipment. The face-to-face method required 7 hours more per student teacher. This Ph.D. dissertation was submitted to the Ohio State University. (JK)