This paper reports the results of observation skills training via an interactive multimedia training program for preservice teachers at Lincoln University (Missouri). The training program provides multiple videos for users to practice six types of observation methodologies, comparisons to "expert" data, and on-line access to procedural information. The study provides an analysis of audit trail records, user surveys, and pre-post testing of observer reliability to ascertain relationships between computer experience, prior classroom experience, learning strategies, engagement time, and program efficiency. Sample screens from the multimedia training program are included. Four tables present data on: observation reliability score outcomes for two observational methodologies; relationships between outcomes and learner differences; relationships between outcomes, learning style differences, and semester; and relationships between outcomes and practice strategy differences. (Author/DLS)