Examined was the use of systematic observation techniques by cooperating teachers as a vehicle for improving the coordination of a secondary science teacher preparation program. This investigation involved 24 secondary science student teachers and their cooperating teachers. Self-instructional modules were used to instruct the cooperating teachers in the systematic collection and reporting of data. Each cooperating teacher collected data on one of the following teaching skills exhibited by his student teacher: preparation and use of lesson plans, preparation and use of performance objectives, and the intellectual levels of their classroom questions. In the treatment condition each student teacher was observed four times during the eight-week quarter. The data from each observation constituted the feedback. Using these data the student teachers evaluated their performance based on the model for teachers behavior. The feedback was effective in enhancing and maintaining the student teachers' level of performance on skills in lesson planning and using performance objectives. The effect of the feedback was differential and based on initial performance levels. Questioning skill was significantly affected. (Author/BR)