This investigation encompassed the implementation and evaluation of Rotating Peer Supervision in a college level science teaching methods course. Rotating Peer Supervision is defined as a process whereby students teach other students and themselves about teaching through observation, analysis and evaluation of their own teaching, as well as that of their colleagues. It employed an adaptation of the clinical supervision sequence with videotaping of teaching presentations. The subjects were 74 college juniors with an elementary education major enrolled in three randomly selected sections of a teaching methods course. Two experimental sections followed the syllabus for the course and used Rotating Peer Supervision along with their 15-minute teaching presentations in class. Students in the control section followed the syllabus but did not use Rotating Peer Supervision. Two instruments were administered at the outset and conclusion of the course to measure the personality traits in question. The results showed: (1) no significant difference on the inner-direction construct of the two groups, and (2) a positive difference on the internal control construct of the two groups (indicating that the students involved in peer supervision became more internally controlled). (LS)