Psychotherapeutic systems derived from psychoanalytic-learning and from client-centered models both predict that subjects' openness to environmental feedback will increase in the course of therapy. It was hypothesized that counseled teachers would become more open to feedback from pupils than control teachers, specifically that counseled teachers would decrease their lecturing, directing, and encouraging and increase questioning, accpeting ideas and feelings, and correcting more than non-counseled controls. Using a sample of 77 female elementary education majors, one control group was compared with three pooled experimental groups receiving different combinations of counseling and feedback. Both pre-post changes and experimental-control differences were observed in coded sound films of teaching. At the end of the preparation, the total group became more indierct. Although both controls and experimentals lectured less and questioned more in post than they had in pre films, the pooled experimental group changed significantly more than controls on both lecturing and questioning. Other pre-post change differences were in the expected direction. It was concluded that psychological feedback through counseling enhanced changes toward behaviors characteristic of more highly rated teachers. (Author/RT)