A demonstration program instituted the New Careers model into the Bethel school system in Eugene, Oreg., with three objectives: to create an entry system for economically disadvantaged youth into teacher preparation academic course work; to acquire academic credit for the teacher aide's on-the-job training within the university teacher education structure; to negotiate toward a mobility system for the teacher aide within the permanent structure of the school system. Inservice seminars were conducted by University of Oregon personnel for volunteer teachers who desired to have teacher aides. Aides, selected from the Upward Bound program at the University, received preservice training through the department of teacher education at the University and were enrolled in two education courses there. Release time teachers were hired as consultants to work with the cooperating teachers, and graduate research assistantships were granted to provide for quality control research. The program evaluation indicated that major weaknesses stemmed from managerial problems which do not affect the general feasibility of the New Careers model but that the model should be further developed with a careful delineation of the training and curriculum for both teachers and teacher aides. (Included is the evaluative analysis of the program design and processes, of the observable impact of the program on the school system, and of the implications for future teacher training programs.) (JS)