Thirty-one student teachers participated in a study of the language arts and reading module of a competency-based program at the University of Toledo, to determine the extent to which objectives were implemented during the student teaching experience. Results from an observation schedule and questionnaires completed by student teachers and cooperating teachers indicated that only 16% of the subjects used lesson plans sufficiently detailed to meet criterion levels; that positive reinforcement was given by 100%; that 87% employed a motivating device in planning for instruction; that student teachers were below criterion level in knowledge of phonics, reading diagnosis, and planning instruction based on diagnosed needs; and that they were near mastery levels in identifying levels of questions for reading comprehension. The degree of importance that cooperating teachers and student teachers attached to the implementation of objectives proved to be a major contributing variable. (Author/AA)