In 1987, in an effort to reform their preservice teacher education program, the University of Tennessee initiated a 5-year extended teacher training program. In contrast to traditional 4-year programs, future teachers begin their fifth year of professional study as interns after earning a baccalaureate degree in a subject area. This study was conducted to compare the teaching performance of the interns and the traditionally prepared student teachers. Participants in the study were cooperating teachers and 43 elementary and secondary teachers. The study utilized a survey instrument designed to examine cooperating teachers' perceptions of the teaching performance and effectiveness of their assigned student teachers in the traditional 4-year program and interns in the 5-year program. The questionnaire consisted of 24 items of an attitudinal nature and a two-part question concerning overall impressions of the cooperating teacher with respect to preparation of interns and student teachers. Findings suggest that there was no significant difference in ratings given to student teachers and interns. Three appendixes include a copy of the Intern/Student Teacher Questionnaire, a Question Responses Frequency Count, and Demographic Response Tabulations. (LL)