The Teacher Education Model of Partnership (TEMP) features joint ownership, joint support, and a partner relationship between a college and a school district in planning and implementing a professional program, designed specifically for teaching in the urban classroom. A planning committee was formed, composed of representatives from the public schools and Concordia College in St. Paul, Minnesota. Competency teams were established to identify course equivalencies in specified teaching areas, and the result of this effort was the compilation of a Teaching Internship Handbook to be used as a guide in the program. Seminars were held on the college campus to deal with the content and skills areas of these concerns. The goal of the TEMP program was to broaden the base for decision making in the professional preparation of teachers by sharing responsibility with persons representing college faculty, the school system, and the teaching profession in order to capitalize on the diversity of talent and the perspective for designing and executing an elementary teacher education program focused on the urban elementary school. Within the cooperative framework of this program, teacher interns worked a full year in the public schools. Evaluation of the program indicated that the experience was a valuable one for student interns and that an added benefit was inservice professional growth on the part of the cooperating public school teachers. (JD)