This study determined the effects of three levels of clinical experiences on teacher education students' perceptions of the importance and performance of various teacher attributes. Measures of importance and performance were obtained from a sample of 216 (37 male, 179 female) teacher education students from Jacksonville State University (Alabama) immediately prior to and at the end of the three levels of clinical experience that involved direct contact with children. These experiences were those provided in campus laboratory settings, experiences provided in the local schools, and experiences comprising student teaching. Gender and American College Testing (ACT) scores were also considered. Results indicated that students became more sensitive to various teacher attributes and that they began to perceive their performance in these attributes as improving as they participated in the educational training. Further, it was found that the higher the ACT scores, the lower the students' perceptions of their teaching performance; female students perceived their teaching performances as higher than male students. The "Clinical Experiences Assessment Profile" is appended. (Author/ND)