The primary purpose of this study was to examine the relationship between selected cognitive domain criteria represented by college gradepoint average and ACT scores, selected affective domain criteria represented by scores on the MTAI and the EPPS, and success in student teaching as measured by a rating performed by the student teachers' college coordinators and the public school supervising teachers. After the examination of the findings, the following conclusions were drawn concerning the study: Grade-point averages of secondary teachers can be effectively used to predict success in student teaching; however, it did not prove to be an effective predictor of student teaching success in elementary student teachers. The ACT sub-tests of English Usage and Natural Sciences Reading proved to be a good predictor of success in student teaching among secondary teachers, but not among elementary teachers.

The problem with which this study is concerned is that of determining the relationship between curriculum offerings in industrial arts and the academic preparation of industrial arts and the academic preparation of industrial arts teachers in the public secondary schools of Oklahoma.