Implementation of the standards established by the Higher Education Council (HEC) has shown great variation between universities, between departments and even between supervisors. A TUBITAK (111K162)-EVRENA project designed to develop a "teaching practice program" using a Clinical Supervision Model (CSM) was conducted. The present study examines the effectiveness of CSM implementation on teacher trainee performance. An experimental model was utilized to compare the teaching performance of teacher trainees in a group that used the CSM (experimental group) and a group that used the traditional method (control group). Independent raters scored videotaped teaching performances. These scores were compared using t-tests and analysis of variance. The results indicated a significantly higher score on both the first and second videotaped teaching for the CSM group compared to that for the control group. Both groups increased their scores between the first and second video; however, a mixed model, repeated measures analysis of variance (ANOVA) showed no significant difference in the increase in scores for each group. The experimental group had consistently higher teaching scores, and the lack of a significant difference in the increase was most likely the result of the limited time spent using the CSM.