The purpose of the study described here was to determine the extent to which student teachers' performance, as assessed by their university supervisors, could be predicted from the following sets of measurements: (1) high school and college academic performance indexes; (2) self-reported attitudes, anxieties, and concerns about teaching; and (3) Myers-Briggs Type Indicator and Rotter's locus of control scores. Subjects were teacher education students (N=87) who had completed their student teaching (60 percent were elementary and 40 percent were secondary education majors, and 80 percent were female). University supervisors provided a numerical evaluation of student teaching performance. Results suggest that the most significant predictors of prospective teachers' success are university grade point averages; self-ratings of future success; and Myers-Briggs classification preferences for intuition in contrast to sensing and for feeling rather than thinking. Additionally it appears that prospective teachers who are more anxious about teaching, who feel they have less control over their environment (external locus of control), and have a perceptive rather than judging attitude on the Myers-Briggs inventory are more likely to be rated lower than their fellow prospective teachers by university supervisors. Appendixes include a scale for rating student teaching performance and a report form for Myers-Briggs Type Indicator. (LL)