The influences of students' (N=152) academic, affective, and personal attributes on their success in student teaching (as measured by university supervisors' ratings) were examined in this study. It was found that the following student attributes were related to their student teaching performance: (1) their total university and their education cumulative Grade Point Averages (GPAs) earned prior to student teaching; (2) their anxiety about teaching scores; (3) their Rotter's Locus of Control scores; and (4) their Myers-Briggs' judging-perceptive personal preference. The more successful student teachers were elementary or secondary majors and male or female who were good learners (high earned GPAs) with low anxiety about teaching, who perceived themselves as having a rather high degree of (internal) control over their world, and who were likely to display a (Meyers-Briggs' judging versus perceptive attitude) preference for a planned and orderly rather than a flexible and spontaneous life style. (Author)