This practicum was structured to provide a clearer understanding of guidelines and procedures for students, field teachers, and administrative staff at a community college to ensure a successful "job-shadowing" experience for future teachers. The focus was on developing a job-shadowing packet to provide forms, procedural guidelines, and criteria to maximize the success of the instructor, field teacher and administration facilitating the students' experience. The Teaching Diverse Populations Course did not have guidelines in place for the field teachers or the college students to follow to ensure success in the shadowing experience. The college has not established guidelines for the K-12 teachers who agree to participate in the shadowing process. The students enrolled in the Teaching Diverse Populations Course are not provided with guidelines to understand their responsibilities in the shadowing process. In addition, an evaluation method is not established to assess the value of the shadowing experience for the students. The guidelines and procedures will cause the students to enjoy the job-shadowing experience, as they understand what was expected of them as to how, when, where the job-shadowing experience will be conducted. The literature greatly supported the view of needing procedural guidelines in place to cause the students in the Teaching Diverse Populations course to have a successful job-shadowing experience. (Contains 24 references; the job-shadowing guide is appended.) (Author/RS)