TO ASSESS THE SENSITIVITY AND FLEXIBILITY OF TEACHER TRAINEES IN SITUATIONS WHERE THE LEARNER'S FRAME OF REFERENCE DIFFERS FROM THE TRAINEE'S, A METHOD ENTITLED COMMUNICATION TASK WAS EMPLOYED. THE TRAINEE WAS TOLD TO COMMUNICATE (IN 15 MINUTES) THE CONCEPT OF THE BALANCE OF POWER IN THE FEDERAL GOVERNMENT TO A "ROLE PLAYER," WHOSE BACKGROUND WAS SKETCHED, AND WHO, BY ASKING FIVE PREDETERMINED QUESTIONS, GAVE IMPLICIT INFORMATION ABOUT HIS FRAME OF REFERENCE. RATINGS OF TRAINEES, ON A NINE-POINT SCALE BY AT LEAST ONE OBSERVER, ON AWARENESS AND ADAPTATION TO THIS INFORMATION CORRELATED SIGNIFICANTLY WITH FINAL RATINGS OF 241 PEACE CORPS TEACHER TRAINEES AND WITH RESPONSES TO TWO OPEN-ENDED STATEMENTS SCORED TO PROVIDE AN INDEX OF ATTITUDE TOWARD TEACHING. SENSITIVITY DID NOT PROVE TO BE A SUFFICIENT CRITERION FOR CLASSROOM PERFORMANCE, BECAUSE OF THE ADDITIONAL NEED TO CONTROL CLASSROOM BEHAVIOR. THEREFORE THE TRAINEE'S "STRENGTH" WAS ASSESSED FROM A CONTROL TASK IN WHICH THREE SIXTH-GRADE ROLE PLAYERS IN A CULTURALLY DISADVANTAGED SCHOOL PRESENTED DISCIPLINE PROBLEMS. POSSIBLE USES OF THE COMMUNICATION TASK IN THE AREA OF TEACHER TRAINING WERE LISTED. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION MEETING (NEW YORK, FEBRUARY 18, 1967). (LC)