This paper discusses the use of occupational analysis techniques to describe and evaluate student teacher practice. Occupational analysis provides a proven procedure for improving the match between jobs and training programs. Teaching reports were analyzed to identify the criteria used by supervisors to assess the quality of student teaching. A list of teaching tasks was produced showing the average amount of time spent on each task, and ratings of the time spent, criticality, and complexity of task were used to develop a training priority index. The index was used to create an optimum training sequence for evaluating and designing the teaching practice program. The results were a rearrangement of topics in the instructional units and the introduction of new teaching materials to match the teaching tasks. (JD)