Findings of the Clinical Teacher Education-Preservice Study were examined to determine the extent to which student teachers possessed planning and decision-making skills related to pupil evaluation. The study focused on findings from cooperating teacher-student teacher conferences and journal data regarding planning and evaluation practices of 20 cooperating teachers, 20 student teachers, and 9 university supervisors. Findings revealed that, while teachers appeared to provide classroom pupils with a great deal of ongoing, informal evaluation, little attention was given to informed, conceptually rigorous evaluation. Student teachers gave little evidence of knowledge about evaluating pupils. Generally favorable evaluations of student teachers were evident from both cooperating teachers and university supervisors; there appeared to be little informed negative feedback. Conclusions drawn include: (1) Building a knowledge base of evaluation is needed in teacher education programs; (2) Guidelines for skill levels of pupils at different stages should be shared with preservice teachers; (3) More opportunities to practice planning, execution, and evaluation should be provided; (4) More attention should be given to preparing student teachers for interactions with parents; and (5) Training for cooperating teachers in conferencing with student teachers is needed. (JD)