Fifteen University of Oregon undergraduate education majors participated in a successful 3-day program of total immersion in rural community living and teaching in Condon, Oregon. The field experience model had unique elements: (1) the course was offered as an alternative to a required course in teaching strategies and student teachers were required to prepare a full day of instruction not always in their major field of interest; (2) Condon High School faculty housed and fed the undergraduates to help them understand rural life; (3) while supervised student teachers conducted their high school classes, high school faculty attended an inservice program planned and conducted by graduate students in education. Evaluation was both objective and subjective. A semantic differential indicated that student teachers changed their views about rural schools and themselves as teachers after the experience. On questionnnaries the student teachers and high school students rated the program an overwhelming success. Condon faculty favorably assessed the inservice program and student teachers' journals revealed the importance of the experience to preservice education. Student teachers recommended extension of the experience and better planning. Evidence suggested that the model is a viable technique for introducing students to the teaching profession and specifically to the opportunities of rural schools. (SB)