This study examined the reliability and validity of a group-assessment interview procedure designed to evaluate the verbal, interpersonal, and leadership qualities of students applying to a teacher education program. The group assessment procedure involved a 90-minute session with eight students in which three dimensions of teacher behavior were evaluated (verbal abilities, interpersonal skills, and leadership qualities). Data were gathered on 68 student teachers who had previously participated in the group assessment process. Researchers also gathered data from cooperating teachers' and university supervisors' evaluations of the student teachers and students' grade point averages and ACT scores. The researchers examined whether: (1) the group assessment process predicted future student teaching performance; (2) the group assessment scores were reliable across raters; and (3) the group assessment interview was a better predictor of student teaching performance than academic criteria. Data analysis indicated that the group assessment overall rating predicted student teaching performance, and it did so better than academic criteria. The results also showed high interrater reliability on the group assessment measures. (Contains 31 references.) (SM)