A two-semester internship program using prospective secondary English teachers as assistants in the teaching of college freshman English classes was instituted at Aurora College, Illinois. The program tested the assumption that prospective teachers with internship experience would perform better during their student-teaching semester than those without it. In their junior year, the interns assisted in the second semester of Freshman English (introduction to literature and the term paper); in their senior year they assisted in the composition classes of first-semester freshmen. The internship involved an introduction to planning units and lessons, to practical aspects of instruction, and to evaluation techniques under the personal guidance of an experienced teacher. Scores on the National Teacher Examination in English Language and Literature given at the end of the internship showed gains over scores made on the same test given at the beginning of the experiment. Overall, the study did not lend itself to statistical analysis. Instead, anecdotal records by the interns themselves, their "master" teachers, their public school teachers, and their college supervisor in the student-teaching semester gave evidence of gains in motivation, poise, flexibility, open-mindedness, and teaching insight. (Author/LH)