An experimental group of 21 general and special education preservice teachers received training in specific instructional behaviors, focusing on instructional strategies, classroom management and organization, presentation of subject matter, and learning environments. They also received training using the Appraisal Alignment Training model, which was developed to help teachers-in-training gain competence in mastering effective teaching practices. This model includes microteaching, peer appraisal and feedback, and self-directed goal setting to teach those behaviors expected to be demonstrated by graduates of teacher training programs. Findings suggest that, compared to two control groups, both regular and special education trainees in the experimental group developed more behaviors thought to be important to effective teaching by appraisal system evaluators from the Texas Education Agency. (JDD)