The effect of the direct versus the indirect method of supervision and the influence of one versus three prior self evaluation experiences on the self evaluation skills of sixty-three preservice teachers was examined. Interaction between treatment and self concept was also investigated. Each subject taught four video taped microteaching lessons. Results indicated that the direct method of supervision was more effective for low self concept teachers; the indirect method, more effective for high self concept teachers. Practice in self evaluation appeared to result in a more accurate final self evaluation for both high and low self concept teachers who experienced the indirect method of supervision. The Teacher Self Concept Instrument used is appended. (Author/DSE)