This study investigated the impact of the Benedum Collaborative Model of Teacher Education at West Virginia University (WVU). Under this model, Professional Development Schools (PDSs) were expected to be sites of best practice, centers of inquiry, and empowered communities. The model raised admissions requirements, reinvented the curriculum, and moved WVU to a 5-year program that conferred a bachelor's degree in a discipline and a master's in education. Researchers used data from WVU student records; interviews with WVU faculty and school administrators, teachers, and students; classroom observations; student scores on the Stanford Achievement Test; and school-level data from the West Virginia Department of Education. They also examined information from surveys of PDS teachers, PDS high school students, and WVU novice teachers between 1995-98. Overall, WVU novice teachers had improved qualifications on entry to WVU and better grades at WVU following introduction of the model. They were highly regarded by PDS staff. PDS students had higher test scores and larger annual math gains than did non-PDS students. There was no definitive evidence that becoming a PDS caused an increase in scores. The PDSs had some success at creating empowered communities, less success at creating centers of inquiry, and wide variation in level of program participation. (SM)