Literature on the efficacy of university faculty as supervisors of student teachers reveals the general opinion that university supervisors have a low impact on student teachers, and that their role is secondary to that of cooperating teachers. A cause for this is the lack of training to help student teachers respond appropriately to certain classroom stimuli. There is also a tendency for supervisor advice to be generalized across settings with little understanding of the idiosyncratic nature of classroom environments. Another cause of low impact is quality and quantity of feedback, often delayed and infrequent, which is given to the student teacher. Reinforcers contrived by the supervisor tend to be of insufficient potency to offset the natural occurring reinforcers in the classroom, and accurate detailed specifications of appropriate student teacher behavior are often absent. Supervisors also fail to take an accurate record of student teacher behavior; this inaccurate recordkeeping results in a weak accountability system. (JD)