This paper is part of a paper set which addresses the potential contributions of teacher effectiveness research to science teacher education. The goal of the study is to assess selected research-based teaching and observation practices in combination with an effective staff development procedure in the context of science education. Two techniques, "Active Teaching Behaviors (ATB)" and "Academic Learning Time (ALT)," were employed in classroom observation studies to explore their transferability potential to the teaching of high school science within the context of preservice teacher education. A case study of one of the project's participants, a student teacher assigned to a high school physics classroom, is presented. Areas provided in the case study include: (1) setting explanation; (2) verbatim excerpts from an interview; (3) discussion and reaction to ATB coding; (4) cooperating teacher's feedback; and (5) an interpretive summary. Tables of data on ATB from the observed lessons are also provided. (ML)