An attempt to provide college professors more contact with the classroom situations that their students will face as teachers is reported in this edited account of the experiences of 13 professors in a pilot study which was aimed at teaching the disadvantaged (reluctant learners). Included in the first sections are brief descriptions of the organization of the study (each professor was paired with a teacher in his specialty in a nearby public school and taught a one-semester course), the variety of students involved in the classes, and relevant course objectives devised by the professors. The middle sections, describing the professors' perceptions of their pupils and, at greater length, episodes in teaching and learning, include insights by professors about their pupils in positive terms, and about the need to activate the student through the use of spontaneous, flexible teaching and pertinent subject matter. The final sections are composed of implications for teacher education derived by the professors from their experiences, including the need for education about language usage and structure within the entire teaching profession, for practicum experience, for a thorough knowledge of the subject matter, and for closer contact between professors and teachers in public schools. A recapitulatory section emphasizes the problem of loss of status with peers by participating professors as a result of their involvement with the schools. (SM)