The purpose of this dissertation is to examine on a preliminary basis whether or not change in teaching behavior would occur as a result of selected kinds of field experiences in the pre-service education of teachers for inner city schools. The hypothesis tested was that students who have specific exposures in agencies serving inner city residents will demonstrate sensitivity to specific needs selected as desirable in teaching in inner city schools to a larger extent than students who do not have such exposure. Twelve students were selected to participate in the study. The students were divided into two groups of six. Group X was exposed to a series of field experiences in the inner city communities. Group Y was exposed to the traditional lecture-discussion approach. Students were engaged in a micro-teaching experience before and after field or classroom exposure. Teaching behavior within the framework of micro-teaching was examined in six categories. The findings of the study indicated that teaching behavior appeared to change for the group that was exposed to community field experience. Teaching behavior remained relatively unchanged for the group that received traditional pre-service training. The findings become significant in view of the literature that support the special needs of inner city children and thus, the need for innovation in pre-service training programs. (Author/AM)