Student teachers' perceptions of locus of control was investigated. Locus of control is defined as representing the extent of dependence upon inner or outer forces, the extent one is willing to invest in shaping the environment, and the perception of reinforcement as dependent upon those efforts, or upon random events. The specific questions were: (1) Does locus of control explain the variance in student teachers' perceptions in simulated educational situations? and (2) Do student teachers attribute success or failure in actual teaching situations in view of their locus of control? Two hundred randomly selected student teachers participated. They responded to the Rotter IE Scale for the study of locus of control, and to two questionnaires, one of which investigated background variables. In the other, subjects were asked to react to eight simulated situations posing various educational problems, each followed by several possible solutions representing a characteristic perception and attribution of either external or internal orientation. Subjects were required to choose the one solution that represented how they would behave. The selected factors of locus of control considered relevant to teaching were: (1) inner vs. outer sources of authority; and (2) attribution of success or failure to inner or outer forces. The findings revealed that locus of control does influence student teachers' perceptions and attributions. These findings have implications for teacher education programs and individualized education methods. (JD)