A study was conducted to determine to what extent student teaching behaviors can be changed as a result of participation in the Far West Laboratory Minicourse I, "Effective Questioning Techniques" (a program relying on microteaching, filmed instructional and model lessons, and on teacher planning and self-evaluation of his own videotaped lessons). It was hypothesized that there would be no difference in teaching behaviors for those skills developed in the course between student teachers receiving the entire course and a similar group receiving the course except for videotape feedback and microteaching. Subjects were 33 elementary education students beginning practice teaching. Each student was videotaped for 15 minutes before and after the course was administered; pre- and posttape evaluation scores were tabulated, t ratios computed, and analysis of covariance completed. The microteaching group made significant gains in the desired behaviors on five of the 11 scores as compared to four significant gains for the other group; the hypothesis was not rejected. It was concluded that the minicourse does change behavior of student teachers in their methods of developing questions and conducting discussion, but that the value of the microteaching and videotape feedback does not appear to be sufficient to be needed when the participant is a student teacher. (JS)