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In a 2 1/2-year study of the application of interaction analysis (a method of classroom observation) to preservice teacher education, approximately 40 secondary student teachers were involved in an experiment during each of 3 semesters. A 2 by 2 factorial design made it possible to test the influence of 2 independent variables (student Teacher training in interaction onalysis or learning theory, and cooperating teacher training in interact:on analysis or learning theory) upon the dependent variables; attitudes, Teaching effectiveness, teaching patterns, and pupil perception of student teachers. Volunteer cooperating teachers were randomly assigned to the 4 randomized groups of student teachers. Twelve hypotheses were tested by analysis of variance, but only one wias accepted: student teachers taught interaction analysis are more indirect, accepting, and supportive in working with pupils than those not so taught. There is some evidence that their pupils perceive the indirectness. They were not, however, rated as more effective teachers or as having more positive attitudes toward teaching. The results indicated no svstematic effect of the training of cooperating teachers. Included are 76 statistical tables, a 79-item bibliography, and