Evaluation is a continuous process interwoven into the entire students teaching experience. Preplanning the evaluation process is therefore very important. Without continuous planned evaluation from the co-operating teacher, the value of student teaching is greatly reduced. One of the main purposes of the student teaching experience is to allow the co-operating teacher to share his/her experience and to guide student teachers in evaluating their own progress. Cooperating teachers are key persons in student teacher evaluation. They are in close, regular contact with the student teacher. In addition, they know and understand the students and subject matter with which the student teacher is working. Cooperating teachers are asked to write a final evaluation of the student, a kind of summing-up, and this is often kept in the student's permanent folder, perhaps to be seen by future employers. Often the student teacher is also asked to evaluate his over-all performance in writing at the end of the student teaching period. The forms used for evaluation vary considerably from short checklist to long essay, and some combine aspects of each. The evaluation process involves much more than a summary or grade report. Student teachers are more concerned with their progress and expect encouragement and advice from cooperating teachers. Constructive criticism should be provided on a regular basis. In addition, it should be combined with positive reinforcement because this entire process can mean the difference between professional growth and stagnation to student teachers. This article introduces principles of a meaningful evaluation process, and emphasizes that it is only through honest, continuous evaluation that student teachers can reach their utmost potential.