This study examined how well the scores from the revised National Teacher Examinations (NTE), the American College Test (ACT), cumulative grade point average, personal characteristics, and certification level can predict actual classroom performance, as measured by three instruments from the Teacher Performance Assessment Instruments (TPAI). Information was collected during 675 hours of clinical observation, by 8 trained raters who observed 90 student teachers from 7 major state universities. A description is given of the rating instruments used, including items chosen from the TPAI (teaching plans and materials, classroom procedures, and interpersonal skills). Resulting data are presented in tabular format and a statistical analysis of the collected data is presented. Several findings important to the field of educational research and pertinent to teacher certification standards are discussed: (1) The revised NTE is a weak predictor of actual classroom performance of student teachers; (2) As measured by the TPAI, student teacher performance was highest in the area of interpersonal skills and lowest in planning; (3) High correlations between certain subtests of the ACT and the NTE suggest that they may be measuring the same variables; (4) The quality of feedback and supervision of instruction is highly related to the quality of performance; and (5) The NTE, used in combination with an objective measure of actual teaching performance, might provide a more accurate description of the quality of student teachers' performance. (Author/JD)