A summative evaluation was conducted at the Ohio State University during the Spring of 1979 to assess selected anticipated outcomes associated with engagement in Reflective Teaching (RT), an instructional teacher education program that features peer teaching and evaluation. Fifty-five students were exposed to Reflective Teaching while forty-six comparable students served as controls. Prior to the implementation of the RT treatment, students in both groups were administered a battery of instruments designed to measure attitudinal and cognitive change. This battery was given to all students following the experimental period. Two hypotheses were assessed. The battery of measures linked to the two apriori hypotheses were administered, four on a pretest-posttest basis and one as a posttest only measure. Data were analyzed by multivariate methods after factor analysis. Results indicated that Reflective Teaching participants were less anxious about teaching than control subjects. (JN)