A study was conducted to determine the role level of cooperating teachers in decision making in teacher education field experiences and their attitudes about the role they wish to play. Information was gathered using an opinionnaire mailed to 175 cooperating teachers in elementary, secondary, and K-12 education levels involved in the 1976-77 University of Nebraska (Omaha) student teaching semester. In addition, university faculty involved in field experiences were surveyed in terms of their perceptions of the cooperating teachers' role. Findings were analyzed and compared to the 1975 Bush study conducted in an East Coast urban area. It was found that there was a difference in perception of the present and the desired level of role involvement, but the difference was not great. As in the Busy study, findings indicated that cooperating teachers did not desire a dramatic increase in involvement; and in terms of the two distinct geographic locations, no dramatic differences or increases in role perceptions were identified. It appears that college supervisors do not see as great a need to increase the level of decision making involvement of cooperating teachers as do the teachers themselves. If career education experiences are to be maximized for future teachers, then there is a need to change cooperating teachers' attitudes toward the field experience as it is presently structured. Emphasis should be placed on the cooperating teachers seeing themselves in relationship to content, subject matter, techniques, and methodology rather than as providers of a "place" to have the field experience. (TA)