This study found that microteaching experience significantly improved subsequent performance of student teachers on five of six specific factors derived from the Teacher Performance Evaluation Scale (TPES). Subjects in the study were 37 secondary education majors who were randomly assigned to experimental or control groups. Students in the experimental group participated in at least three microteaching sessions using peers as pupils. The microteaching sessions were videotaped and then viewed and critiqued by the student, his supervisor, and the peer "pupils." Both experimental and control subjects were then evaluated three times--at the beginning, middle, and end of 8 weeks of student teaching. Data obtained from the TPES were factor analyzed resulting in six subscales: 1) personality traits, 2) warmth of teacher behavior, 3) general classroom atmosphers, 4) lesson usefulness, 5) teacher interest in pupils, and 6) teacher interest in student achievement. Results from analysis of variance showed that subjects with microteaching experience received significantly higher ratings on the first five factors. Several interactions with the time variable were also noted with the general trend being toward greater difference between groups at the end of student teaching. (RT)