The study examined the question of whether training in the analysis of teaching behavior affects the self-evaluations of teachers who are given the opportunity to view and judge their own teaching performance by means of videotape recordings. Additional questions concerned the factors on which teachers focus when making their self-evaluations and whether teacher experiences have any effect on the self-evaluations. The subjects were 22 experienced teachers and 44 preservice student teachers, with 11 in-service teachers and 22 student teachers having training in the analysis of teacher behavior in 30 2-hour training sessions. The training included operation of videotape equipment, formulation and writing of educational objectives, use of two systems of classroom observation, and development of teaching strategies. A 30-minute lesson was recorded at the end of the period and subjects responded to their performance on the Alabama Funnel Self-Evaluation Interview Guide (included in the document). Findings indicated that there were no significant statistical differences between the trained and untrained groups, or between in-service teachers in the two groups. Student teachers with training focused on the teaching act and those without training focused on themselves as persons. The study was judged successful in identifying the factors which the subjects used as criteria for self-evaluation and showed that training had little influence on these factors. (MBM)