A study was conducted to determine the effectiveness of simulation for presenting critical teaching problems and the effect of exposure to simulated critical teaching problems on student teachers. The study had three major phases: (1) identification of critical teaching problems, (2) development of a simulated fifth grade situation, and (3) testing the effects of the simulation experience on student teaching. Phase 1 was accomplished using a self-report instrument with 163 of the 282 first-year graduates of State University College at Brockport, N.Y. A chi square analysis of the 117 items yielded 32 significant problems. In phase 2, the 32 problems were developed into incidents which were presented through video tapes, role plays, and written materials; a schedule for presenting incidents and a problem solving method were also developed. In phase 3, a pre-posttest control group design was used to measure the effects of simulation. Two samples of 40 participants were selected randomly from education students at State University College. It was found that simulation involves and motivates students, actual teaching problems will be less numerous for students receiving simulation training, and simulation is at least as effective as an equal amount of student teaching. (Appended are a 523-item bibliography and materials used in the study.) (Author/SG)