Two plans for implementing the clinical based dimension of a competency-based teacher education program are described, weighing some of the advantages and disadvantages, constraints and limitations of each plan. The first design involves a ten week instructional period in which students are required to spend two hours per week in a field site classroom for each professional education course in which they are enrolled. The other hours of the week are spent in formal instruction on campus. In the second design, the students meet on campus with a course instructor and then carry out assignments on an individual basis under the coordination and supervision of their course instructor at a field site. The author outlines in detail the methods of implementing each program and discusses the strengths and weakness of each. In an overall conclusion the author states that both designs described seem to offer a measure of promise. The interaction of teacher trainees and instructors with public school personnel appears to make the clinical based component of teacher education successful and rewarding. (JD)