Based upon the data collected in this research into the effectiveness of the consortium approach to preservice teacher education, such an approach does not seem to offer any special advantages in the acquisition of teaching skills, but did seem to have some positive attitudinal effects and certain benefits for each consortium participant not to be found in traditional preservice programs. Seventy-two preservice teachers in field-based programs in the Dallas Independent School District formed two control and two experimental groups, with the experimental groups receiving extensive consortium-based training in the competencies specified in the Competency Indicator Scale. Training was later extended and reinforced through videotape feedback and supervision. Performance data drawn during and after the subjects' eight-week student teaching experience revealed: (1) no statistically significant difference in posttest achievement on the acquisition of teaching competencies between control and experimental groups; (2) no statistically significant difference in the extent of observable specified teaching behaviors; and (3) no significant difference in the way elementary or secondary students perceived the performance of the experimental or control groups. Appendixes include (1) a model of instruction; (2) a listing of Dallas Teacher Center Competency Clusters; (3) the Competency Indicator Scale; and (4) student-rating questionnaire on student teacher performance. (MB)