There is considerable interest in the conceptualization and design of the clincial components of teacher preparation programs generally, and a growing interest in inquiry-oriented programs. This study sought to determine perceptions of the degree of implementation of an inquiry-oriented student teaching curriculum at the University of Northern Iowa. Subjects of the study were 110 student teachers who were completing their student teaching requirements, 94 cooperating teachers, and 7 university supervisors. The subjects responded to a questionnaire on how well the following major components of the curriculum were implemented: (1) teacher-student conferences; (2) student teachers' reflective journals; (3) student teacher participation in action research; (4) sharing of action research projects regularly in seminars; and (5) teaching activities (assumption of responsibility, planning, materials preparation, and student assessment). Findings indicated a high degree of implementation in all components. The paper describes the results of this implementation program. Implications for inquiry and reflective teaching methods are presented, and suggestions for improving clinical aspects of such programs are described. Participant responses on the implementation of each of the curriculum components are presented in tables and graphs. (JD)