A review of research on teacher decision making and planning outlines findings on teachers' judgments and classification of students, development of lesson plans, and decisions made while actively involved in instruction. Findings from a major study on student teaching are discussed as they apply to teacher decision making. Because the classroom experience is the student teacher's first exposure to instructional judgments, planning, and decision making, review of the study findings focused on the nature of that experience. Analysis was made of audiotaped conferences between cooperating teachers and their student teachers, individual interviews, and personal journals. Descriptions are given of supervisory conferences as well as the participants' perceptions of feedback; these perceptions were then compared to actual supervisory incidences. Findings indicated that student teachers participated little in supervisory conferences and took a minor role in instructional planning and decision making. Recommendations are made for teacher training programs to acquaint student teachers and their cooperating teahers with a variety of models for planning. (JD)