With the conceptual model designed around the urban public and private school setting and its specific teaching strategies, this field-based teacher preparation program covers appropriate methodology in reading/language arts, social studies, and science. Students are afforded the opportunity of integrating content, theory, and practice into a totally field-based multilinguistic culturally diverse teaching/learning setting. Each semester program, comprised of approximately 40 junior interns, 30 cooperating teachers, 700 elementary pupils, and 4 university staff, is totally field-based in five urban schools. Content methods and instruction take place in one of the public school classrooms for a portion of each day; for the remainder of the day the interns work in their assigned classrooms. Program competencies are designed to emphasize the specification, learning, and demonstration of those behaviors which are essential to effective teaching. Program research emphasizing the effects of the training site on selected teacher training variables has been consistently evaluated within a multi-dimensional scheme. The research results have provided evidence in support of the field-based teacher preparation program, evidencing that field-based preservice teachers have more positive feelings toward their teaching experience than university-based preservice teachers. In the cognitive domain, as evidenced by pupil growth, field-based interns have demonstrated an ability to positively affect pupil learning. (Author)