This study sought to determine how video-taping and micro-teaching as a strategy for training student teachers affects the conduct of an English lesson prepared for bilingual students. An extensive review of the literature presents research findings on general concerns in teacher training, video-taping and micro-teaching as a strategy of teacher education, training for teaching bilingual children, and instructional programs. This study explored an area not covered in the literature, i.e., how faithfully do student teachers transport a prepared, practiced, critiqued, and revised lesson to the classroom setting? Three student teachers enrolled in a bilingual educational credential program and their supervisor were the subjects of the study. Video-tapes of four complete micro-teaching and classroom lessons for each student teacher were reviewed and analyzed. Interviews with the candidates and supervisor were also conducted and relevant documents were collected and analyzed. It was demonstrated that the student teachers deviated from a prepared and practiced lesson when placed in a classroom situation. It is suggested that planned, prepared programs don't necessarily insure the imposition of similarity in classroom practice. (JD)