The purpose of this paper was to investigate the potential of a microteaching evaluation form for assessing microteaching performances. The microteaching evaluation form was developed by adopting suggestions from the teacher education literature on microteaching. Data consisted of participants' and course instructor's evaluations of microteaching performances and participants' self reflective essays of their microteaching performances. Findings revealed that the potential of the microteaching evaluation form was dependent on assigning weightage to the evaluation criteria; providing allowances for evidence and interpretations; and providing an analytic framework that integrates both the goals set for a particular microteaching performance and related current educational theories of teaching. An implication of this study is that course instructors need to emphasize the theory to practice attribute for each microteaching performance by integrating current theories of teaching into the analytic framework that underscores the goals and the cognitive undertones of the microteaching performance. (Contains 2 tables and 3 figures.)