This paper reports on two studies conducted at Washburn University (Kansas) to evaluate the ability of preservice fine arts teachers to transmit knowledge of subject to students through the demonstration of teaching competencies. Answers were sought to the following questions: (1) what were the perceptions relative to student teachers' knowledge of subject; and (2) to what extent were teaching competencies demonstrated. The sample in the first study consisted of student teachers (N=22) prepared to teach music, and their cooperating teachers (N=24); the second study included student teachers (N=12) prepared to teach art, along with their cooperating teachers (N=13). Cooperating teachers provided ratings data with respect to the abilities demonstrated by student teachers; preservice teachers provided data using the same evaluative instrument designed for assessing their own competencies and knowledge of the subject fields. Thirty-one tables display findings of subject area knowledge and competencies assessments, and frequency of response to numerical positions of rating scale by cooperating teachers and students in art and music from 1985-1990. The paper concludes with a technical discussion of results and copies of evaluative instruments. (LL)