This study began with a thorough review of the literature on the professional development school (PDS) and developed a conceptual framework underlying the rhetoric for the PDS movement. It then constructed, by employing a case study approach, the school-based PDS faculty's vision on preservice teacher education in the PDS context and the individual and institutional difficulties in realizing their ideal roles. This study also contrasted the expectations in the literature and voices from the field and explored the discrepancies among them. The practically-oriented vision held by the school-based faculty lacked some of the most important ideas expressed in the theoretical conceptual model. Some suggestions have been made to improve preservice teacher education in the PDS context. The PDS sampled for this case study was a middle school associated with the Puget Sound Professional Development Center in Washington State. Interviews, which supplied some of the data collected for the study, were conducted with seven informants: the principal, the teacher leadership coordinator, the site supervisor, three cooperating teachers, and one non-cooperating teacher. Findings from the study indicate that there were three significant differences between the vision of the PDS found in the literature and that revealed by the voices from the field. In contrast to the literature, the school-based faculty members' visions did not include: (1) the concept of student teacher cohort groups; (2) an awareness that the PDS model is supposed to supply an exemplary setting for student teaching; or (3) the concept of inquiry as part of the PDS mission. The study's findings suggest that successful implementation of the PDS model requires more interaction between school faculty and university faculty to develop a shared vision. (Contains 30 references.) (Author/IAH)