The prime objective of this study was to collect evaluations on instruction performed by student teachers and to compare the evaluations done by their peers with those done by their students. Another objective of this study was to consider changes in the evaluations when the first performance of student teachers was compared with their second performance. The study considered lessons taught by 58 student teachers in 4 different semesters. A nine-item questionnaire was specially prepared for this study. A total of 2,399 questionnaires was completed by students receiving instruction, while the total number of questionnaires completed by the peers was 314. A sample of thirteen student teachers did two lessons, both of which were evaluated. The time between performances was four to six weeks. The t-tests indicated highly significant differences between the evaluations done by the peers and those by the students, in the totals and in seven of the nine categories at the 0.001 level. In all categories, the students rated the performances of the student teachers as poorer than did peers. There were no significant differences between the ratings given by the students for the first performance compared with the second performance. Student teachers should recognize these significant differences between student and peer evaluations when they attempt to interpret evaluations from microteaching. (Author/BR)