A review of pertinent literature on the evaluation of student teachers is presented. Descriptions are given of differing evaluation approaches and techniques, and several recent works discussing how to evaluate student teachers are appraised. One of these works focuses on what to avoid in teacher evaluation, while others describe different processes and perspectives (for example, horizontal evaluation or competency-based evaluation). Research on the scope and quality of variables employed for particular approaches to evaluating student teachers is examined. The validity of data obtained from these different evaluation methods is analyzed, with particular focus on the tendency of cooperating teachers and supervisors to inflate grades of students well known to them. An outline is presented of data and findings about student teacher evaluations, resulting from a multi-site, multi-method investigation of the student teacher experience. This examination of the process includes descriptions of the strategies used to analyze the various types of data collected. Implications of the conclusions for further research and improvement of student teacher evaluation, drawn from this study, are offered for consideration. (JD)