This report details a research intervention plan designed to test the hypothesis that increases in student teacher use of Active Teacher Behaviors (ATB) need not rest upon intensive or even extensive training involving cooperating and student teachers. A review of literature on the best methods of effecting change in teaching behaviors so as to bring about effective instruction is presented, focusing upon the role of the cooperating teachers. The problem under investigation consisted of the following questions: given the association of a cooperating teacher strong in the use of ATB with a student teacher untrained in ATB, will the student internalize and manifest those behaviors without the intervention of an ATB observational instrument with stresses on the Active Teaching Behaviors? Similarly, will the use of an observation instrument yield a higher level of the use of ATB in the student teacher associated with the cooperating teacher who is high in ATB? Conversely, given the association of a cooperating teacher low in the use of ATB behaviors with a student teacher untrained in ATB, will the use of the ATB observational instrument cause the student teacher to display higher levels of ATB than a student teacher in a similar pairing, but not using the ATB observational instrument? The research procedures are described and a discussion of the results is presented. Follow-up interviews with student teachers and cooperating teachers provide a basis for considering the effectiveness of the observational instrument as a means of improving active teaching behaviors. (JD)