Utilization of learner cognitive attainment as a measure of student teacher effectiveness is employed in this study of 2,540 secondary school students and 21 student teachers. Five conceptual research models are developed to determine the teaching skill level of the education majors through examination of their students' academic achievement. Results indicate that the student teacher's status as either an education major or a noneducation major as well as his/her overall grade point ratio significantly account for the variation in learners' performances. Time referenced variables, the quality of supervisor ratings assigned to the student teacher, and individual classroom teaching styles are also found to correlate significantly with students' cognitive attainment. (LH)