The feasibility of evaluating the performance of student teachers by observing the academic achievement of pupils was explored. The following questions were posed: Do expectancies of learners held by student teachers influence pupil achievement on a single instructional unit when prior achievement of pupils is held constant? Does the amount of prior solo teaching time and opportunity-to-learn time provided by the student teacher influence pupil achievement on a single instructional unit when prior achievement of pupils and expectancies held by student teachers are held constant? Does the planning and instructional effectiveness of the student teacher as perceived by the university supervisor affect pupil achievement on a single instructional unit when the other variables under consideration are held constant? Does this group of variables provide a model to explain the relationship between student teaching styles and pupil achievement? (JD)