Over the past five years, increased enrollment in student teaching at Portland State University has forced the School of Education to consider its current guidelines and policies for admitting student teachers. School of Education funding and faculty time are being taxed to meet the demands placed on them by increasing enrollment. This study was undertaken to provide data to determine if and how enrollment in student teaching could be limited. To do this, the study examined the existing guidelines for screening and selecting student teachers. The aim of the design was to determine if any of the existing criteria used in screening correlated with the student’s success in student teaching. If the screening criteria did correlate with the student’s success it would be strictly defined. This would then aid in limiting the number of students accepted by the School of Education to student teach. If the screening criteria did not correlate, research could begin from that point. This research could be directed toward finding criteria that did correlate. The sample selected for this study was made up of 1,409 student teachers at Portland State University from Fall Term 1966 to Spring Term 1969. The qualifications for each of these student teachers, at the time of their screening, were gathered and correlated with the scores each student received for his student teaching experience. The scores used to measure the student’s success were taken from the ratings made by the University Supervisor, who was assigned to the student teacher. These scores were concerned with four areas of the student’s experience: first, the student’s knowledge of his subject matter field, second, the student’s teaching ability, third, the student’s ability to get along with students and colleagues, fourth, the student’s professional and ethical attitudes. The data was gathered by reviewing and compiling each student’s qualifications from records on file in the School of Education. This data was transferred from the file to a data sheet which was specially designed for this study. From the data sheets the findings were grouped and tested. The general conclusion of the study was that of the current criteria used in screening, none correlated at a statistically significant level with the student’s success score. A secondary conclusion was that of the three grade point averages used in screening, the cumulative average correlated at a higher level than the other two. The interview rating used did not correlate at a significant level with the success score. Also, the interview rating did not correlate significantly when used to indicate an unacceptable or outstanding score in student teaching. From the findings and conclusions several recommendations were made in the study. One was that, the screening criteria used by the School of Education be deleted. In its place, an open enrollment policy should be adopted by the School of Education. To ease the funding and time difficulties, it was recommended that the one to sixteen ratio currently used in supervision be increased. To do this it was suggested that the clustering plan, now being considered by the School of Education be adopted as a plan of action.