Syftet med studien var att undersöka studentterapeuters upplevda utveckling av terapeutförmågor i utbildningsterapin, deras allians till utbildningsterapeuten, behandlingsutfallet för studentterapeuternas klienter på Psykologmottagningen vid Umeå Universitet samt undersöka om det fanns samband mellan dessa aspekter. Totalt besvarade 69 personer en enkät där de skattade sin upplevda utveckling av terapeutförmågor i form av empatisk förmåga, interpersonell förmåga, självkännedom och modellinlärning samt alliansen till sin utbildningsterapeut. Dessa svar matchades sedan med klientdata från Psykologmottagningen som utgjordes av mätningar av symtom före och efter behandling genom Clinical Outcome Routine Measure (CORE-OM). Resultatet visade att studentterapeuterna i hög grad upplevde att de utvecklat terapeutförmågor i samband med utbildningsterapin och klientgruppens psykiska mående hade förbättrats med stor effekt. Det fanns inget signifikant samband mellan upplevd utveckling av terapeutförmågor, allians till utbildningsterapeuten och behandlingsutfallet i klientgruppen. Däremot framkom starka samband mellan upplevd utveckling av förmågor och allians till utbildningsterapeuten. Studentens och utbildningsterapeutens gemensamma syn på uppgiften i terapin var den faktor som bäst kunde förklara graden av upplevd utveckling av terapeutförmågor. Resultaten ligger till stor del i linje med tidigare forskning på området. Ytterligare forskning där sambandet mellan utbildningsterapi och behandlingsresultat i det egna klientarbetet undersöks är önskvärt. / The aim of this study was to investigate student therapists’ perceived development of therapeutic skills in educational therapy, their alliance to the educational therapist, therapy outcome and examine whether there was a relationship between these aspects and treatment outcome in their work with clients at a university based clinic at Umeå University. In total, 69 student therapists participated by answering a questionnaire estimating their perceived development of therapist abilities referring specifically to empathic ability, interpersonal ability, self-knowledge and experimental learning, and their perceived alliance to their educational therapist. This data where then assorted with data over client outcomes, measured with Clinical Outcome Routine Measure (CORE-OM) before and after therapy. The result demonstrated that the student therapists to a high level experienced a development in these therapeutic skills during their educational therapy. The results also showed that the client group had improved their psychological health with great effect. There was no significant relationship between perceived development of therapeutic skills, perceived alliance to the educational therapist and treatment outcome in the group of clients. However, there was a strong relationship between perceived development of therapeutic skills and perceived alliance to the education therapist. A shared view of the therapy task between the student therapist and the educational therapist where the most important factor to account for the level of perceived development of therapeutic skills. The results are to a large extent in line with previous research. Further research where the relationship between educational therapy and client outcome is investigated would be of significance.