This study examined the influence of cooperating teachers' post teaching conference task statements on student teachers' interactive teaching behaviors. Two cooperating teachers who had completed a seminar on supervisory effectiveness, two physical education student teachers, and two classes were chosen for data collection. The first targeted class was observed by the cooperating teacher and then regularly followed by a break from instruction so that the student and cooperating teacher could immediately discuss the observed lesson. The second observed class occurred regularly immediately after the teaching conference. All post lesson conferences were audiotaped. Results, presented in the form of case studies, were as follows: cooperating teacher 1 stated 29 task statements across eight lessons with the greatest emphasis being in the categories of instruction and feedback. Student teacher 1 achieved 15 of the 29 task statements identified. Cooperating teacher 2 stated 36 task statements across nine lessons. The focus of her statements were on instruction, management, and organization. Student teacher 2 integrated 23 of the tasks. It was concluded that cooperating teachers and student teachers need to identify tasks and then work together until the given task is achieved. (Contains 42 references.) (Author/LL)