An evaluation is reported of an intensive 15 month non-traditional certification program for secondary teachers in the fields of mathematics, physics, chemistry and earth sciences. The program integrated pedagogical content from empirical, experiential and theoretical perspectives. The rational for developing the progam was that in order to be considered as viable content for a teacher preparation program, the concept, principle or process must be: (1) related to student growth as revealed by empirical evidence; (2) identified as a necessary curricular component by expert opinion based on experience; or (3) logically explained by theory from social science and/or philosophy. Content maps and instructional models are presented along with course offerings. The results of the observations completed for the evaluation are discussed in the areas of: (1) student achievement; (2) teaching practices; (3) reflective thinking about teaching; (4) collaboration between schools and university; and (5) recruitment and selection of interns. Data analyses and subsequent interpretation of the analyses suggested that the efforts to integrate different epistemologies or extant content of pedagogy into an effective teacher preparation program were successful. Included in the appendices is a sample observation form and a copy of the high school biology examination used in the earth science course. (JD)