Three levels of preservice training for 111 beginning teachers of industrial occupations, who were employed between June 1, 1968, and who were teaching in the area vocational school system of Kentucky in April 1969, were evaluated to determine the effectiveness of the program. Six characteristics, consisting of lesson planning, use of the four-step method, use of instruction sheets, use of audio-visual aids, technique in evaluation, and shop management, were assessed and compared against such variables as age, general intelligence, occupational experience, teaching experience, educational background of teachers and the occupation to be taught. Conclusions were: (1) Added amounts of teacher preparation tend to increase the level of performance of the beginning teacher, (2) The maximum level of preservice training should be adopted as a minimum preparation time as concluded on the basis of interviews and observations, (3) The quality of teaching by beginning teachers in extension centers and in area centers is equal, and (4) Age is not a determining factor of success for beginning industrial teachers. This Ed.D. thesis was submitted to the University of Kentucky. (GR)