To extend previous research findings on the effectiveness of microteaching techniques, all 40 candidates in the 1967 San Jose State College summer elementary intern teaching program were randomly divided into 2 groups. f3oth groups had the same program except that 1 participated in an oft-campus observation and teaching program; the other participated in an on-campus microteaching program. Five-minute pre- and post-summer lesson excerpts were video tape-recorded for each of the candidates. These were judged independently by each member of 2 independent teams of trained evaluators using the Stanford Teacher Competence Appraisal Guide and the Instrument for the Observation of Teaching Activities.. A similar field follow-up assessment was made of each intern teacher in the fall and spring. No significant differences between the 2 groups appeared at the end of the summer or developed in the assessments during the school year, indicating that a microteaching program, while saving time for staff and interns (807 in this study), can be just as effective as a regular student teaching program. Judges' findings were found to be moderately but significantly correlated with some exception. Included are 4 statistical data tables, the rating measures used (14 pages), a description of the microteaching program, and a 29-item bibliography. (JS)