The types of evaluative feedback student teachers received regarding their classroom performance were investigated. Information was obtained from interviews, journals, conferences, rating scales, and evaluations involving 20 student teachers, 20 cooperating teachers, and 9 university supervisors. This report describes the formative and summative evaluation that took place during the course of student teaching experiences. Content of supervisory conferences and formal, final evaluations are compared to those university protocols regarding the formative and summative evaluation of student teachers. Interview and journal data as well as information reported on individual performance rating scales are described. These data are considered to reflect participants' perceptions, and concerns are compared to conference and final evaluation data to determine congruence. Conclusions are drawn from these findings and hypotheses suggested for future study. (Author/JD)