THE COORDINATED EFFORTS OF A TEAM OF EDUCATORS FROM THE SCHOOL OF EDUCATION, INDIANA UNIVERSITY, AND PERSONNEL AT FOUR SCHOOLS IN THE BLOOMINGTON METROPOLITAN SYSTEM TO PROVIDE TEACHER AIDE EXPERIENCES FOR ELEMENTARY EDUCATION MAJORS AS AN INTRODUCTION TO THE TEACHING PROGRAM THROUGH CLASSROOM OBSERVATIONS, WORK WITH INDIVIDUAL PUPILS, SMALL-GROUP INSTRUCTION, AND WHOLE-CLASS INSTRUCTION ARE REPORTED. THE TEACHING STRATEGIES AND PRINCIPLES PRESENTED IN FOUR METHODS COURSES WERE DEMONSTRATED, APPLIED, AND EVALUATED IN ACTUAL ELEMENTARY CLASSROOM SITUATIONS. THE STUDENTS MET WITH THE PROFESSORS THREE TIMES A WEEK AND SPENT 2 FULL MORNINGS IN THE ELEMENTARY CLASSROOMS UNDER THE GUIDANCE OF THE COOPERATING TEACHERS. AFTER 8 WEEKS, ASSIGNMENTS WERE SHIFTED TO PROVIDE STUDENTS WITH EXPERIENCES AT THE PRIMARY AND INTERMEDIATE LEVELS. THE PROGRAM ALLOWED THE STUDENTS TO SEE THE LIMITATIONS OF THEIR PRESERVICE PREPARATION AND ENRICHED THEIR KNOWLEDGE OF TEACHING STRATEGIES AND THE MATERIALS OF INSTRUCTION. THREE MAJOR DEFECTS OF THE PROGRAM WERE RECOGNIZED -- (1) THE REDUCTION OF STUDENT TIME TO PREPARE FOR COURSE-WORK ASSIGNMENTS, (2) THE DISCREPANCY BETWEEN CLASSROOM PRACTICES AND PRINCIPLES PRESENTED IN THE METHODS COURSES, AND (3) SITUATIONS FOR WHICH THE STUDENTS WERE UNPREPARED. STEPS TO CHECK THESE WEAKNESSES ARE BEING CONSIDERED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (BOSTON, APRIL 24-27, 1968). (NS)