This thesis reports on the perceptions held by second year preservice primary teachers and their tutors/supervisors of a 1990 microteaching program at a regional university in Queensland. Perceptions were ascertained on (a) the skills addressed, (b) peer and tutor feedback, (c) the self evaluation techniques used, (d) the content level taught, (e) the videotaping of the sessions, and (f) the effectiveness of the program in the continuing development of teaching skills for preservice teachers. Perceptions were collected using a questionnaire designed for the purpose. The questionnaire incorporates fixed response options, for which percentages of those agreeing with each response are presented in tabular form. It also invites open ended responses which are coded according to the areas designated of interest for the study. A Likert type rating scale is used to ascertain opinions on the effectiveness of the program for developing particular classroom teaching skills. Results of the study indicate that for the participants, microteaching is appropriate and effective in helping to provide prospective teachers with experiences that complement practice teaching in schools, but that the actual structure and components of any such program requires some discussion. Analysis indicates a need to vary microteaching programs from those of many traditional approaches based on the early Stanford model. The writer suggests the concept of a teaching-learning laboratory based on a macro teaching skill approach with peers as more appropriate for current preservice teacher education.