Ninety-one percent of the 116 students participating in the student teaching programs at the University of Lethbridge (Canada) in 1980 returned questionnaires concerning their perceptions of the behaviors of their student teaching supervisors. Of these supervisors, 43 had participated in workshops on clinical supervision offered by the university, and 62 had not. The questionnaire was administered to the students immediately following their 3-week student teaching practicum. The students rated the trained supervisors higher than the untrained supervisors in all five categories tested: use of the clinical supervision approach, use of freeing rather than binding interpersonal behaviors, use of an indirect rather than a direct supervisory style, emphasis on information rather than opinion in feedback, and provision of solicited rather than unsolicited feedback. The students did not perceive significant differences among trained supervisors who had received their training at different times, when workshop content varied. The questionnaire used is appended. (PGD)