Educators assume that preservice teachers will modify their behavior in response to feedback. Teacher training programs that support this assumption typically utilize videotaping or microteaching techniques to provide prospective teachers with the feedback needed to reinforce "good teaching" behavior. This study was conducted to evaluate the impact of supervisor grading on students' attitudes toward the microteaching experience and teaching in general. The study also tested the assumption that supervisor grading adversely affects preservice teacher attitudes toward themselves, their teaching, and the teaching profession. Participants in the study were 175 students who were asked to complete an attitude questionnaire. Findings indicate no significant adverse effects were produced by supervisor grading alone. Results further suggest that demonstrating simple teaching tasks, such as giving directions for a homework assignment or teaching a lesson using multiple senses in front of a video camera, creates a healthy level of anxiety among prospective teachers and produces positive attitudes and behavior modification. Videotaping appears to have a profound impact on how a preservice teacher will perform in front of a classroom and how the teacher education program is viewed. A copy of the microteaching Attitude Questionnaire is appended. (LL)