Eighty-one student teachers in four classes were randomly assigned to one of three groups to test the effectiveness of brief training in time management techniques. The first group, a control, received no training. Experimental Group 1 received basic training in time management by reading a book and attending a presentation on the subject while Experimental Group 2 received the same training and, in addition, implemented two specific time management procedures, daily planning and self-monitoring, under the supervision of the experimenter. Analyses of variance indicated significant differences among the groups in the expected direction on measures of promptness in completing assignments during student teaching and on self-perceived improvement in using time effectively. (Author/JMK)