Qualitative Measures of Teaching Performance Scale (QMTPS; Rink & Werner, 1989) has been used to assess teacher effectiveness on quantitative development of fundamental locomotor skills in laboratory settings (e.g. Werner et al., 1989), or of sport skills in high school students (Gusthart, Kelly, & Rink, 1997). Werner and Rink (1989) asserted, however, that it is not only the quantitative elements of practice that affect skill learning but also the qualitative ones. Therefore, variables, such as clarity in task presentation, full demonstration, relevant and precise cues and congruent feedback seem to be important (Gusthart & Sprigings, 1989). The purpose of the present study was to investigate the relationship between QMTPS and teacher effectiveness in producing student achievement. Twelve physical educators were asked to teach the overhand throwing and catching over eight lessons to a total of 207 first grade children. All lessons were videotaped and tape-recorded, and were coded using the QMTPS. The Test of Gross Motor Development (Ulrich, 1985) was used to assess students’ qualitative performance and Michigan Educational Assessment Program (1984) to assess their quantitative performance. Data analysis showed a significant correlation between teacher total QMTPS score and students’ residual score for quality in throwing (r=.62, p<.05). Significant correlation was also found between residual scores for quality in throwing and a) clarity of task presentation (r=.61, p<.05), and b) teacher’s feedback (r=.54, p<.05). Demonstration was also significantly correlated with residual scores a) for quantity in catching (r=.62, p<.05), and b) for the total performance gain (r=.55, p<.05). Moreover, the correlation between students’ responses and the total performance gain was significant (r=.66, p<.05). These findings indicate the importance of certain qualitative aspects of teaching in manipulative skill enhancement. However, teachers’ performance in demonstration, feedback, and especially in cues’ categories needs improvement. Keyword(s): assessment, early childhood, professional development