The purpose of this study was to establish whether or not teacher perceptions of the quality of their interpersonal relationships with their supervisor were related to teacher perceptions of supervisor style. Data were collected from 204 student teachers involved in a student teaching experience in a large, central New York area from 1967-70. Student teachers were asked to respond to two questionnaires. Responses were solicited during a seminar session 6 weeks after the start of student teaching. The first questionnaire, Barret-Lennard Relationship Inventory, measured student teacher perceptions of the quality of the interpersonal relationships existing between the student teacher and the cooperating teacher. Areas of concern were the supervisors': regard for student, empathy, unconditionality of regard for the student, and congruence. The second questionnaire, Supervisor Behavior Style Scales, measured student teacher perceptions of cooperating teacher supervisory behavioral style. Students were asked to rate the amount of emphasis they: a) saw their teachers putting on nine behaviors and b) wished their cooperating teacher would place on each behavior. To maximize supervisee-perceived learning and productivity, results indicate that high quality interpersonal relationships should be the supervisors' primary objective. Further research to discern other factors which may be affecting interpersonal relationships is recommended. A 24-item bibliography is included. (MJM)