This study investigated the observable changes, if any, of 58 elementary education student teachers following completion of field experience programs. Behavior rating forms were completed by the prospective kindergarten to sixth grade teachers, the public school cooperating teachers, the university supervisors, and a control group of 35 non-field experienced students. It was hypothesized that a) field experienced students would rate themselves higher than non-field experienced students and b) cooperating teachers and university supervisors would rate the field experienced students higher than the non-field experienced students. The responses to the rating form were classified according to the emphasis placed upon the particular field experience program: Project Interaction Methods Experience, or both Interaction and Methods Experience. Analysis revealed statistical acceptance of both general hypotheses. Data also revealed that significant differences in mean rating scores for the individual items appeared a) most frequently between Methods Experience student teachers and the control group and b) most frequently between the public school cooperating teachers and the control group. (A sample questionnaire is included.) (BRB)