The purpose of this study was to identify effects of the Behavioral Evaluation Strategy and Taxonomy (BEST) Software training system on the teaching behavior of student teachers. Additionally, student teachers' ability to reflect on teaching data and make positive changes in teaching was studied. Participants represented three cohort groups of student teachers over three consecutive semesters with seven to nine participants each semester (N=23). The significance of this work lies in the student teacher's ability to make meaningful improvements to teaching practices when supplied with technological support. Previous work in this area showed that pre-service teachers' perception of computer use in supervising field experiences was overwhelmingly positive (Jones, Garrahy & Coleman, 2001). For this study, each participant received a laptop computer equipped with the BEST Software program, a camcorder and tripod, and a cordless microphone. Each participant had developed competence in using the software and data interpretation during a field experience course taken the semester prior to student teaching. Each student teacher videotaped a minimum of two lessons a week over ten weeks. These lessons were analyzed using the BEST software and selected teaching behaviors were identified and graphed. Typical behaviors were usage of feedback, names, questions, and teacher use of time, specifically time spent in activity, management and instruction. Additionally, student teachers compiled weekly reflection journals based on data from their lessons and wrote a final paper reflecting on their experience with the computer software and videotaped lessons. Journal entries and final papers were analyzed using a form of the constant comparison method (Lincoln & Guba, 1985). Graphed data on teaching behaviors were analyzed to identify numerical trends in individual teaching performance among participants. Three major themes emerged that may be considered indicative of the types of changes that can be attained through the use of a computer based training program. First, participants were able to recognize contextual constraints in their data analysis by noting contextual factors that could both positively and negatively affect teaching practices. Second, participants were able to focus on techniques that would improve future teaching such as setting goals, improving specific teaching practices, and developing consistency in their teaching. Third, a number of affective benefits were noted among participants. Many indicated they were more confident in their teaching abilities as a result of analyzing their teaching performance and all demonstrated gains in their ability to reflect on their teaching in a meaningful way. Keyword(s): professional preparation, technology