This 2-year program, which began operation in 1969 side by side with the traditional program, has three primary phases. These are: a continuous seminar of 30 elementary education students for planning, evaluation, and discussion of activities; a substantive panel of experts who provide lectures and consultations; and a field experience assignment with gradually increasing responsibility. The emphasis is on flexibility and independent study. Each student is assigned to a seminar group which remains the same throughout the program. He is then free to arrange a study program with the substantive panel in order to attain the necessary "competencies," which are announced at the beginning of the program. The seminar leader assigns field experience on one of three levels--classroom observer, teacher aide, or student teacher--based on his evaluation of the student. Important features of the program are that it operates within existing budget limits and that it attempts to design a program based in modern humanistic thought and current theory and research in teacher education. A research project has been designed using students in the traditional course as a control group with pre- and posttesting. (RT)