This study examines the effectiveness of the student teaching component of primary school teacher training in Kenya by reporting on the results of questionnaires administered to 300 student teachers, 80 program graduates who are not teaching, and 60 college tutors. Chapter 1 details the background of the study, including its purpose, significance, and limitations. Chapter 2 discusses the methodology used and describes the sampling procedure, data collection instruments, and administration of those instruments. Chapter 3 outlines data analysis procedures, administration of teaching practice in the sample colleges, and structure of the teaching practice. Chapter 4 lists findings and recommendations, some of which include: (1) a longer (perhaps six-month) uninterrupted period of student teaching; (2) more opportunities for study of how the administration affects teaching and teachers; and (3) a teacher training program consisting of a year of academic work and professional studies, a half-year for more advanced professional studies, and a half-year for practical teaching. Appendices contain questionnaires and a bibliography. (JMK)