Interns (N=128) and cooperating teachers (N=142) in the University of Saskatchewan teacher education internship program were surveyed to determine their perceptions of various program components. The survey focused primarily on four inservices scattered throughout the practicum, which presented teaching tasks in smaller, more manageable components to prevent information overload. Between inservices, student teachers focused on and practiced a limited area of teaching rather than attempting to cope with the total spectrum. College supervisors visited schools after each inservice. A questionnaire was distributed near the end of the term which enabled interns and teachers to reflect upon the revised Internship Manual, the Bates Award, recognition to cooperating teachers, and school visitations. Results suggest that interns and teachers perceived the manual positively due to its many references and guidelines; the Bates Award for outstanding performance was questioned; the intrinsic reward of working with interns was considered sufficient recognition for cooperating teachers; and school visitations by college supervisors were perceived positively. A copy of the questionnaire "Feedback on the Internship Program" is appended. (LL)