The relationship between a student teacher's dogmatism and his evaluation of himself and his supervising teacher was investigated to determine whether or not this researcher's earlier findings were generalizable. From a sample of 128 elementary school student teachers, those who scored in the upper 25 percent and those who scored in the lower 25 percent on the Dogmatism Scale (Form E) were identified as the study population. Each subject taught for 8 weeks and then rated himself and his supervising teacher on teaching effectiveness with the Teaching Inventory Form, described himself with the Teacher Personal Characteristics Inventory (TPCI), and selected from the TPCI the five characteristics most essential to effective teaching. Analysis of data significantly supported the hypotheses that closed-minded (more dogmatic) student teachers would rate themselves higher and their supervisors lower on teaching effectiveness and would describe themselves in more positive terms and with less variability than would open-minded (less dogmatic) student teachers. Evidence also supported the hypothesis that open- and closed-minded student teachers would not differ significantly in their selection of essential teaching characteristics. The results indicate that ratings of self and superordinates are, in some respects, a function of the perceptual-cognitive style of the rater. (LP)