This study was designed to investigate the degree to which skills may be learned and practiced through microsimulation and then used under microteaching conditions. This investigation was conducted to determine the following: (a) if preservice teachers who have acquired and practiced complex teaching skills through microsimulation employ these skills when placed in a microteaching situation, and (b) if these acquired skills are used functionally. Subjects for the study were 12 preservice social studies teachers. Results of the investigation indicate that those subjects who participated in this study employed four moves they practiced in a microsimulation setting in a microteaching situation. The practice moves include the following: (a) structuring moves, which provide a context within which discussion is to be focused; (b) conditional moves, involving a given premise and a following consequence; (c) wait-time moves, involving teacher utilization of silence; and (d) indicative moves, involving teacher responses which relate directly to student utterances. Eight variables were used to compare the first microsimulation with the microteaching situation. Subjects changed significantly from pretest to posttest on all variables in the directions hypothesized. The results also indicated that teachers may acquire, practice, and learn to use a cluster of technical teaching skills functionally through microsimulations of teaching. (Author/JS)