This experiment was conducted to determine whether preservice teachers taking a combination of Minicourses and student teaching (the experimental group) would develop greater teaching skills than teachers taking only student teaching (the control group). Pre- and post-video tapes of their teaching performances were scored and compared using analysis of covariance. It was found that, compared to the control group, experimental-group teachers repeated pupil answers less often, answered their own questions less often, and used more higher-cognitive questions in discussions. In tutoring sessions, they used more diagnostic questions, verbal praise, demonstration techniques, and evaluation. The overall significance of this experiment is that it serves as a demonstration that microteaching as a specialized technique, and Minicourses as an adaptation of it, can be used effectively, within certain limits, in training preservice teachers. (Author/JA)