This paper provides a synthesis of research on aspects of student teaching as they relate to transfer of teaching skills to the classroom. The report highlights major dimensions of student teaching, such as specific training interventions (microteaching and simulation), the ecological context of student teaching (involving the cooperating teacher, student teacher, and university supervisor), personality and attitude factors, and sociological forces. Also considered are the internship as a training alternative and the methodological implications of the research studies. Findings which emerged from the research synthesis include: (1) Microteaching is successful for skill acquisition but has not demonstrated transfer; (2) Simulation appears to enhance transfer but is a neglected training intervention; (3) Unless approved training strategies are a familiar part of the classroom scene, the student teacher will probably not attempt to employ them; (4) Training skills may be deferred until the student teacher has mastered the ecology of the classroom; (5) Environmental factors mediate transfer by providing an institutional context; (6) Attitudes and values are adopted which often disagree with those inherent in training programs, thereby compromising both motivation and opportunity to accomplish transfer; and (7) Participants in internship programs and first-year teachers showed little or no significant differece in demonstrated transfer of training. A list of 227 references is included. (Authors/FG)