Problem. The purpose of this study was to investigate the use of the videotape recorder as a feedback device for teacher-interns. Specifically, the study attempted to answer the following questions: 1. Was there any significant measurable change in teacher-interns' behavior after the teacher-interns viewed themselves in a videotaped teaching situation? 2. Did the effect of the additional inputs of critique and type script complement videotape feedback to produce behavioral changes in teacher-interns? These two questions generated four sub-questions around which this study was designed. 1. Did teacher-interns who did not view their own videotapes experience behavioral changes as much as or more than teacher-interns who viewed their own videotapes? 2. Did teacher-interns who received only video feedback while observing their own tapes experience behavioral changes as much as or more than teacher-interns who received video-audio feedback while observing their own tapes? 3. Did teacher-interns who received only audio feedback while listening to their own tapes experience behavioral changes as much as or more than teacher-interns who received video-audio feedback? 4. Did teacher-interns who received only video-audio feedback experience behavioral changes as much as or more than teacher-interns who received video-audio feedback plus a critique plus a type script? [...]