This study, part of a 10-year longitudinal study assessing the teacher education program at Iowa State University, examined the performance of student teachers and their teaching potential as judged by multiple raters. University supervisors, cooperating teachers, and student teachers (N=260) rated items on a questionnaire addressing professional qualifications, classroom competencies and techniques, personal qualifications, and potential as future teachers. These data complement and were combined with information on the student teaching experience collected from teacher education students at graduation; as an original part of the longitudinal study, such questions have been asked at graduation, with respondents rating their satisfaction with aspects of student teaching and giving perceptions of their student teaching performance. An analysis of the results suggests that a meaningful relationship exists between student teacher self-ratings of performance and multiple ratings of student teacher characteristics and performance. The three groups agree that quality of preparation in pedagogy, confidence in abilities, and academic indicators are key elements in judging potential of future teachers. A table is appended listing the item means and comparing the three ratings. (LL)