hen the beginning teacher encounters the realities of teaching, the appropriateness of his pre service preparation is subjected to a critical test: appli cation. Whether the teacher is successful appears to de pend on: (1) the accuracy to which the required skills have been identified by the course instructors and (2) the extent to which the preservice teacher masters the required skills. One set of competencies which we have identified as essential and seek to develop are those procedures which permit the teacher to systematically plan and effect behavior change. We are convinced that many, if not all, of the inap propriate or undesirable behaviors which are exhibited by the teacher and learner in the schools result from two major sources : ( 1 ) insufficient opportunities to learn adaptive behaviors and (2) conflicting inappropriate be haviors which have been learned. We are equally as cer tain that the major thrust should not be directed solely toward a behavior change on the part of the elementary and secondary school student but toward the preservice teacher who is a primary influencer in terms of what experiences will be arranged for the learner. Assuming that modeling (observing and imitating another's behavior) is a source of learning, the pre service teacher has experienced approximately fifteen years of observation which probably will influence his own teaching behavior. In addition, because of the realities of the student teaching experience, there is a tendency to imitate the cooperating teacher who serves as the model. In order to decrease the propensity of the student teachers to randomly imitate teaching behaviors previously observed, we have developed a program to purposefully shape the systematic acquisition of tech niques of proven effectiveness. Generally, preprofessional training includes extensive experiences of observation where the appropriateness of the exposure to models is uncontrolled. It therefore seems imperative that opportunities be provided so that those teaching behaviors presented during the teacher prepara w tin sequence will be the best possible model. In addition, we think that application of these principles should be supervised with sufficient opportunity for evaluation and redirection so that the preservice teacher can experience success.