This report provides a theoretical and practical use of a systems approach as it applies to student teacher training programs. Areas of primary focus include: (a) identification of preliminary competencies for student teachers and development of measures for predicting success in student teaching; (b) development both of behavioral objectives for training and of roles for cooperating teachers and supervisors; and (c) evaluation of student teaching performance and of the strengths and weaknesses of the various components of the special education undergraduate teacher training program. Part 1 describes the functions of the IPO (input, process, and output) systems approach. Part 2 discusses the systems approach as applied to student teacher training programs. Part 3 provides a paradigm for assessing preliminary competencies and predictive measures of success. Part 4 discusses the development of (a) process objectives by defining behavioral objectives for training, and (b) roles for training teams. Part 5 offers methods of evaluating the student teacher experience. Included in this section are the following: (a) student teacher conference form; (b) supervisor feedback form; (c) item analysis of performance; (d) description of the Flanders System; (e) the University of New Mexico Verbal Interaction Category; (f) description of the Blumberg System; (g) teaching profile form; (h) intern assessment form; and (i) teacher preparation evaluation scale. Appendixes include examples of evaluation formats. (JS)