The purposes of this study were threefold: (1) to obtain information on perceptions of student teachers, cooperating teachers, and student teacher supervisors regarding the substance, appropriateness, and value of the undergraduate teacher education program at Temple University (Pennsylvania); (2) to identify areas for teacher education program improvement; and (3) to guide in the development of further program evaluation measures. Subjects, undergraduate elementary and secondary education student teachers (N=110), cooperating teachers (N=110), and student teacher supervisors (N=15), completed surveys containing objectively oriented Likert scale and open ended questions. Results identify concerns worthy of consideration including classroom management and discipline, field experiences, practical classroom skills, school bureaucracy, and orientation to and administration of the student teaching experience. Since the findings of this research closely parallel those found in prior studies, it is concluded that while it is valid to evaluate other components of the teacher education process, unless steps are taken to refine the process in its present form, further surveys using similar populations with a similar focus are unnecessary and redundant. (Contains 25 references.) (IAH)