A study sought to determine the extent to which cooperating teachers' narrative comments on weekly observations reflect six categories of beginning teachers' competencies and to ascertain the relationships among cooperating teachers' narrative comments, their midterm evaluations of student teachers, and their final evaluation of student teachers. The sample consisted of 25 cooperating teachers primarily in grades K-8. Cooperating teachers were asked to focus their evaluations on a set of 30 teacher competency statements. Both qualitative and quantitative data were used in the analyses. Findings cited significant differences between midterm and final numerical ratings, although cooperating teachers did not focus on these ratings in their weekly narrative evaluations. In addition, cooperating teachers' narrative comments lacked specificity and tended to provide only positive feedback. The results suggest that in the absence of well-documented observations of student teachers, cooperating teachers find it difficult to discern student teachers' professional growth. If student teachers are to significantly improve during their practicum experience, it is essential to provide adequate training of cooperative teachers. Appended are the list of teaching competencies and student teaching evaluation forms. (JAM)