Teacher candidates rated their self-perceptions of performance on the Interstate New Teacher Assessment and Support Consortium principles at the beginning and end of their 16-week student teaching semester to determine whether there was any significant difference between pre- and post-student-teaching self-ratings. Findings indicate that candidates' pre- and post-student-teaching perceptions changed significantly (p less than .001) during the semester. In addition, cooperating teachers rated their candidates' performance at the end of the semester to determine if perceptions of performance would differ between candidate and cooperating teachers. No significant differences were found, indicating that teachers believed that their candidates performed as strongly as the candidates rated themselves. (Contains 3 tables.)