The present study sought to expand upon earlier reviews of research by examining statistically the relative and comparative effects of several common forms of on-campus clinical experience in teacher education. Data were obtained from 60 studies which met a priori criteria for inclusion. Using aggregation techniques suggested by Rosenthal and others and modified Bonferoni techniques for pairwise comparisons, descriptive and inferential statistics were calculated. Among other things, the results suggest that laboratory experiences produce moderate to strongly positive results in terms of teacher affect, knowledge, and instructional behavior. Supporting earlier reviews, the results suggest that laboratory experiences are more powerful for inservice than for preservice teachers. However, in contrast to conclusions drawn in earlier reviews, laboratory experiences appeared to have a strong effect on teacher behavior which did not significantly decrease over time. The results also suggest the relative importance of various elements of laboratory experience. The data are presented in 14 tables. (Contains 83 references.) (Author)