A study was conducted to determine the teaching behaviors student teachers exhibited and through analysis and synthesis of the data to identify differences and determine relationships within and among behaviors. During the latter half of his student teaching, each subject (40 secondary and 22 elementary student teachers) was observed for a 20-minute period by a team of four trained and reliable observers, each using a different observation system: 1) Reciprocal Category System (RCS), 2) Teacher Practices Observation Record (TPOR), 3) Florida Taxonomy of Cognitive Behavior (FTCB), and 4) Taxonomy of Imagery Provocation (TIP). Findings revealed that for elementary student teachers: 1) The primary verbal pattern is a teacher questions/student responds behavior with both teachers and student initiating but teacher directing. 2) In cognitive functioning, knowledge level is most common for both teacher and students with translation and interpretation second and third. 3) Teachers are approaching but have not attained experimentalism, the greatest deficits being differentiation of tasks to meet varied needs of children on an individual basis. 4) Teachers employ imagery provoking behavior in approximately two-thirds of the observed behavior, about half of the imagery abstract. Correlations among behaviors were those logically expected. Behavior descriptions appear similar to that of a traditional classroom, lacking the variety of behaviors included in the training on campus. (JS)