The experiment reported in this document is based on the work of Garrison and others in developing a testing and interviewing procedure designed to enable increased self-definition on the part of prospective teachers and earlier development of appropriate and effective teaching styles. Three groups of elementary education majors were involved in the experiment, the immediate objective of which was to test the effectiveness of two different forms of the Classroom Simulation Test--a test based on motion picture sequences of classroom problems and students' responses to these. The control group interviews were conducted without any supporting test data. In both experimental groups a form of the Classroom Simulation Test (objective form in one group, projective form in the other) was used along with two other psychological tests (Edwards Personal Preference Schedule and the 16 Personality Factors test). The effectiveness of the interviews in promoting behavioral change was determined by judges' ratings of video tape recordings of each student's subsequent classroom performance. Results support earlier findings as to the effectiveness of the testing-interviewing technique and indicate: (1) There is a distinct advantage to using supporting test data in the interviews as contrasted with interviewing without the use of test data. (2) It may not matter which form of the Classroom Simulation Test (objective or projective) is used. (3) Learning effects are not limited to a single instructor personality. (JES)