An investigation of the predictive power of the Modern Language Association (MLA) Cooperative Test Scores in French, German, and Spanish in relation to performance in student teaching is described, and criteria used by the raters to define successful performance are identified. Subjects were 103 students who completed foreign language teaching requirements during the years 1973-1981 at the University of Nebraska-Lincoln. Student teaching performance was rated by three university supervisors and three secondary school principals who screened the written narrative comments appearing in each student teacher's final credential. Findings supported a significant positive relationship between MLA scores and successful student teaching. A significant difference was found in the means of the two groups of raters, although the ratings were highly correlated and similar evaluative criteria had been developed. The difference appeared to be related to the weighting of identified criteria. (Author/MSE)