This report describes the development and implementation of a process-oriented teacher education model for undergraduates in the area of reading/language arts, which stresses understanding of decision making for the classroom teacher. The historical development of the project is discussed, including: (a) conceptualization during the first year, (b) development and implementation in a 9-hour block of reading/language arts methods on-campus during the second year of the project, and (c) operationalization and integration of the addition of 15 hours of student teaching to the 9-hour method block during the school year 1972-1973. The report also suggests the importance of developing teacher education programs in cooperation with classroom teachers and school administrators, developing within teacher trainees a strong theoretical framework on which to base their decisions, and providing new directions for teacher trainees in moving from theoretical positions to simulation to field work in a field setting providing exposure to many teachers at a variety of grade levels. In conclusion, this model suggests a trend for training teachers in adaptability, in decision making, and in close cooperation with public school personnel. An eight-item bibliography is included. (Author)