Student teachers enrolled in an extended practicum or internship experience participated in a study of the occurrence of "critical incidents" during the teaching experience. The students attended a workshop in which the concept of "critical incidence" was defined, and were provided opportunities for practice before undergoing the teaching experience. During the year-long experience, the 17 elememtary school interns reported 224 critical incidents and the 10 secondary school interns reported 179 critical incidents in the supervision of student teaching. In general, the students did not report incidents in their supervision having to do with aims and objectives, curriculum, or professional content at a frequency level that might be expected in the internship phase. Clearly, the student teachers perceived the supervision experience as centered on classroom management, basic elements of teaching-learning strategies and interpersonal relationships with the supervisors. Generally, interns failed to recognize a strong training role for their supervisors who were seen as resource persons, evaluators, liaison persons, and sources of support. (CB)