If prospective teachers are expected to transfer their classroom theory to school situations, identical or highly similar situations should be provided to show the learner the relationship between the theoretical elements presented in college lectures and the actual teaching behaviors to which they apply. While field experience in an authentic school classroom is valuable, the logistics of implementing this are often prohibitively complex. Teacher educators have successfully utilized simulation activities that give trainees a vicarious field experience. The most common of these activities are microteaching, peer teaching, role playing, and use of video tape for observation. These activities are designed to provide teacher trainees practice for the activities a teacher engages in and the problems a teacher encounters. Simulation of classroom situations exposes trainees to experiences through various representations that are similar to those they will eventually face in the real world. (JD)