A major drawback in microteaching by preservice teachers is the limited availability of university supervisors to supply feedback regarding the microteaching performances. This researcher investigated the effectiveness of feedback supplied by the preservice teachers themselves. Thirty preservice teachers participated in the study. Each microtaught three times, with all performances being videotaped. The teachers were instructed to focus their efforts on the skill of effective questioning. Groups were randomly assigned to include one with a university supervisor contributing feedback, one group having team members only, and the control group, receiving no feedback. A procedure for evaluating the lessons was outlined for use by the university supervisors and teachers. At the conclusion of the microteaching, the teachers were administered an attitude survey to detect differences resulting from the different feedback conditions. Judges rated the lessons for skill of effective questioning. Results indicated no significant differences between the treatment groups. The final mean pooled-judges' ratings for the groups that received feedback were significantly higher than those of the control group. It was indicated that all groups accepted the microteaching technique. (Author/EB)