A new technique for teacher education has been developed in response to the belief that teacher education's number one priority is to be concerned with the emerging self of the teacher trainee. Research on effective teaching has revealed that it is not what the teacher is taught that is the critical factor but the way in which the knowledge and attitudes, beliefs and feelings, are internalized. Thus experiences must be developed which provide students the opportunity to see the relationship between theory, methods, and self, permitting integration of the person. The "C" group model grew out of a need for inservice education with personal involvement and an opportunity to test out new ideas and exchange with colleagues the results of new approaches. The new approach, piloted at Northeastern College (Chicago), was labeled "C" group because many of the factors which make it effective begin with "C": collaboration, consulting, clarifying, confronting, being concerned, caring, and being committed. It differs from "T" group by going beyond focus on the self to application of specific teacher-child procedures. The five to eight voluntary members of a group meet with a professionally trained group leader for periods of at least 1-1/2 hours to provide time to warm up, report results of past commitments, get into new concerns, and permit time to develop new commitments, and evaluate what is happening to them as persons and professionals. (JS)