The paper defines and assesses a concept acquisition model for describing the behavior processes through which conceptual-observational instruction influences teaching behavior. This model is contrasted with two other views of the relationship between this mode of instruction and performance: an imitative behavior model and a behavior labeling model. Results of empirical studies are cited, and data are presented that support and provide evidence on assumptions central to the concept acquisition model. Hypotheses suggested by the model are applied to teacher education, and research problems are identified that would provide further tests of the model. (Author)