Each of 15 first-year graduate students in Clinical Psychology enrolled in a criterion-referenced self-training course on clinical interviewing received either immediate or delayed feedback on their performance in simulated interviews. The immediate feedback groups (IF, two triads) practiced the requisite skills for each module with the continuous feedback of an advanced graduate student monitor during the first 90 minutes of training. Following this, and continuing practice if necessary, the triad videotaped each other demonstrating the skills. The delayed feedback groups (DF, three triads) trained each other, practiced, and videotaped prior to feedback from their monitors. The DF triads met with their monitors within the next week for 90 minutes to receive feedback on their completed videotapes. Probe interviews were required to complete a module evaluation form following each session with a monitor. Performance and improvement ratings of all groups was comparable throughout the semester, but the students in the IF groups spent only slightly more than half of the time expended by those in the DF groups. Further, the IF groups expressed significantly greater satisfaction with both monitors and the individual modules than did the DF groups. (Author)