This paper describes the professional experiences of teacher education interns at Wright State University in Ohio, who entered the field from prior professions or training. The paper addresses the use of Praxis III/Pathwise in the training and orientation of both Professional Educator Program (PEP) interns and professional clinical faculty mentoring the students in an urban setting. PEP participants were postbaccalaureate students who practiced the art and science of teaching in a clinical environment, beginning the summer prior to and concluding the summer following the school year. The 15-month immersion program compressed the traditional 3 years of training into a full-time internship. In addition to mastering professional competence, job stress, student conflict, and family and personal pressures, interns had to master the Praxis III Domains and Criteria, demonstrating the 19 criteria via an electronic portfolio. Evidence indicates that the PEP program was dynamic and enriching for beginning practitioners. Their Praxis-based electronic portfolios demonstrate teaching proficiency in the four crucial domains and visually display their commitment and ability to teach and make a difference in students' lives. (Contains 20 references.) (SM)