As part of a classroom management module, secondary level student teachers at the National Institute of Education, Singapore, used the Questionnaire on Teacher-Student Interaction to evaluate themselves while they were student-teaching. The questionnaire assessed their interpersonal behaviors and their interactions with classroom students. Behaviors measured included leadership, helpfulness, friendliness, understanding, allowing students responsibility/freedom, uncertainty, dissatisfaction, admonishment, and strictness. Data analysis indicated that the respondents believed they were strict with their students and not very willing to provide students with freedom and responsibility. They wanted to have tight control of their students' learning. The respondents gave themselves high ratings on leadership, friendliness, and understanding and low ratings on uncertainty, dissatisfaction, and admonishing behaviors. Gender influenced their self-evaluations. Male respondents perceived that they displayed more leadership qualities in the classroom and more helping and friendly behavior toward their students than did females, while female respondents perceived that they were more uncertain and admonishing than their male counterparts. (Contains 13 references.) (SM)