Reported are the experiences of participants in three different teacher training programs in the Teacher Education Laboratory at the University of California at Los Angeles. One program was behavioristic, another humanistic, and the third eclectic. Findings indicate that beginning teacher trainees perceive the teacher role in terms of three dimensions of classroom leadership: task, expressive, and authoritarian. Beginning trainees were confident regarding their ability to exercise expressive leadership, but felt lacking in task leadership skills. At the end of the training, students in the behavioristic team were more likely than those in the other two teams to perceive themselves as having acquired task leadership skills. This outcome appears to be related to the fact that the behavioristic program was committed to the transmission of a distinctive "technology" of instruction, a technology which also determined the structure of the program's training process. (Author/JD)