An exploratory study investigated the effects of two organizational patterns of microsimulation experiences (concurrently with or sequentially to student teaching) on the verbal teaching behavior of student teachers trained in the Reciprocal Category System of Interaction Analysis (RCS) as compared to their counterparts who received no RCS training. (Microsimulated teaching, as developed at West Virginia University, combines microteaching with simulation; the trainee teaches brief lessons to four other trainees who play roles corresponding to those indicated in a description of a hypothetical class.) Forty subjects in the methods and student teaching classes were randomly assigned to the four treatment groups, and RCS data for three 20-minute student teaching performances were collected for each. Analysis of variance was calculated from the computerized data (measures of the 21 dependent variables, the verbal behaviors measured by RCS). Duncan's New Multiple Range Test and the Sign Test were employed to locate differences and determine general trends. The concurrent arrangment of microsimulated teaching experiences was found to be the most effective organizational pattern of the methods and student teaching block when offered with formal training in interaction analysis. (Other conclusions and implications are discussed.) (JS)