The relationship between teacher clarity (as reflected by both low-inference and high-inference measures and the student outcome measures of achievement and satisfaction were examined. Data on 32 preservice teachers, each of whom taught the same lesson to a small group of their peers, were provided by trained observers using the Teacher Clarity Observation Instrument; by the teachers completing a Teacher Post-Instruction Questionnaire; and by participating students completing a short unit posttest and a corresponding student Post-Instruction Questionnaire. The data were subjected to a variety of canonical variate and regression analyses, as well as path analysis techniques. It was shown that there is a positive, highly significant, and substantial relationship between clear teaching behavior and student achievement and satisfaction when assessed within the context of a peer teaching laboratory situation. (Author/PN)