The most difficult task of educational researchers is the transmission of relevant research findings to the classroom. There are two modes of transmission available to researchers: inservice to practicing teachers, and inclusion of relevant research in preservice teacher education. A study was conducted to involve beginning student teachers in one of the most pervasive research projects of teacher effectiveness in the past several years: the Beginning Teacher Evaluation Study (BTES). The BTES is a research program concerning teaching effectiveness in the elementary school. The purpose of the study was to identify teaching activities and classroom processes that enhanced student learning. The results of the study were integrated into the Academic Learning Time (ALT) model of classroom instruction. ALT is a measure based on observable student behavior and is defined as the amount of time a student is engaged in an academic task. BTES showed positive correlations between ALT and student achievement. Project results indicate that current research on teaching effectiveness can and should be successfully integrated into preservice teacher education. (JN)