A nonverbal training module for a Teaching Laboratory was developed for and tested with secondary teacher-candidates enrolled in the University of Texas at Austin teacher education program. The unit, employing an awareness approach, was administered to 17 students in the experimental group immediately preceding the last of a series of required verbal teaching tasks. Curriculum materials were controlled for a cognitive gain measure. An objective observation system was developed for low-inference data. Test scores and nonverbal behaviors of experimental students were contrasted with those of another group of students (N=20). The training unit was effective in modifying four of 20 hypothesized changes in nonverbal behaviors. Further research concerning the most effective classroom nonverbal behaviors and the feasibility of teaching those behaviors appears warranted. (Author)