This paper both corrects and expands on the work of Corwin and his colleagues in "Reform and Organizational Survival: The Teacher Corps as an Instrument in Educational Change." It is the author's contention that, by analysing variables that are common to all 10 programs discussed in that study and ignoring those that are unique to the individual programs, only part of the picture from which an assessment of the programs can be made could have been presented. He then presents a brief condensation of those unique variables of the Lansing Teacher Corps that are independent of the common variables as identified by Corwin. These variables are grouped according to program, personnel, and administrative variables. Personnel variables listed are a) the ethnic composition of interns, b) the socioethnic composition of interns, c) the age composition of interns, d) the value and cultural differences between teacher and intern, and the attitude of cooperating teachers. Program variables are a) the undergraduate nature of the program, b) the need for teachers with bilingual skills, and c) community and school district involvement in Teacher Corps programs. Michigan State's concern for competency-based teacher education is included as an administrative variable. (JA)