Earlier research has demonstrated that verbal teaching behaviors can be modified through the Teaching Laboratory (TL), which consists of peer group microteaching experiences. This study investigated whether or not these behaviors would persist into later student teaching. Each of 50 secondary student teachers, who were divided into control and experimental groups, was observed twice during his student teaching--early and late--by trained observers using the OScAR 5V. Each student also took a semantic differential test twice to indicate his attitudes toward his education, teaching, and pupils. Analysis of observation results showed that the two groups differed significantly in only one of the 18 behaviors measured by OScAR 5V--non-TL students made more directing/rejecting utterances. Behaviors assumed to have been acquired during the TL may not have persisted owing to intervening course work, differences between the TL and schools, attrition, low observer reliability, and confusion about coding. Attitude differences, however, were significantly different, suggesting that the reality-based experiences of the TL may have induced attitudes in TL students similar to those of beginning teachers. Future research should investigate whether reinforcement of desired behaviors in the interim between the TL and student teaching would affect persistence. (LP)