This study explores a technique for evaluating teacher education programs in terms of teaching competencies, as applied to the Indiana University Mathematics Methods Program (MMP). The evaluation procedures formulated for the study include a process product design in combination with a modification of Pophan's performance test paradigm and Gage's adaptation of the microteaching concept. Ten preservice elementary education majors were randomly selected from the MMP and from the Mathematics Education Component of two alternative programs of teacher education (Contrast I and Contrast II) at Indiana University. Each preservice teacher (PST) was placed in a videotaped miniteaching situation where pupil learning was the criterion of effectiveness. Three teaching variables--Clarity, Questioning, and Involvement--were analyzed, and PST mathematics knowledge relative to the teaching topic was assessed. The model yielded consistent and useful information in a short time span and in a relatively objective manner. The three dimensions of teaching style correlate highly with pupil achievement and MMP trainees achieved higher mean performance scores than other PSTs on teaching style and pupil achievement variables. Finally, pupils taught by MMP and Contrast II trainees achieved higher adjusted scores than those taught by the Contrast I group, which had no field experience in conjunction with their program of training. (DMT)