Self-concepts of teachers and student teachers have been found to predict certain specific teaching behaviors. This study explored these possible relationships in the microteaching setting. Self-Report Inventory and OScAR measures were obtained on 51 students, all secondary teacher candidates. Correctional and ANOVA procedures yielded only a few significant results. The inadequacy of self-concept measures to relate significantly to microteaching performance is clearly revealed. Explanations of these findings are set in the context of both self-concept theory and teacher education program development and research. Tables are presented as appendixes. (Authors)