Two questions were addressed in this study: (1) Is learner cognitive attainment stable across different instructional units taught by a student teacher? and (2) Do the pupils of student teachers who are education majors attain more cognitive performance objectives than the pupils of student teachers who are not education majors? Secondary level student teachers and their classes were studied for five semesters. The most significant data were obtained from the validated criterion-referenced tests developed by the student teachers. It was found that an individual objective set by the student teacher was achieved by a mean of 67 percent of the pupils. The percentage of objectives obtained was used as the dependent variable to answer the second question. The findings suggest that the differences in learner cognitive attainment of student teachers is positively influenced by the amount of professional education coursework completed by the teaching candidates. These findings support the use of consequence criteria in evaluating student teachers and the assumption that professional education coursework has a positive influence. (FG)