In a self-confrontation experiment student teachers were put through an extensive test battery containing personality tests, cognitive tests, and attitude tests. An analysis is presented of the influence of personality on the student teachers' perception and evaluation during confrontation with their own video-recorded micro-lessons. Using a number of multi-variate models for data analysis, prediction problems and relations between the content of different groups of variables were studied. Results showed that student teachers' self-perception can best be predicted by personality variables that define an extroversion syndrome, social plasticity, and child centeredness. Student teachers' self-evaluation can best be predicted by means of personality variables defining a syndrome consisting of a mixture of emotionality and sensitivity variables. (Author/MV)