This inquiry was conducted to determine whether an early field experience influences the academic achievement of teaching candidates in subsequent teaching methods coursework. The subjects were secondary education students who had successfully completed a field experience program preceding their enrollment in the methods course. The course was designed to acquaint preservice students with the fundamentals of interacting with students, managing classroom activities, and organizing for instruction. It was determined that those who participated in an early field experience had an opportunity to examine the dynamics of a classroom from the perspective of the teacher. This shift in point-of-view apparently does not have immediate effects on cognitive achievement, but does serve to alert the teacher candidates to the value and importance of techniques and processes presented in subsequent methods coursework. (JD)