This study investigated the effects of a newly redesigned teacher education internship program at West Texas A&M University, the STEP (Student/Teacher Expanded Program) program, on teaching interns' performance. STEP participants were placed in 1-year internships and paid 75 percent of a beginning teacher's salary. Carefully screened teachers who exemplified excellence in their field and who were provided with training in cognitive coaching mentored the participants. The university supervisor, the mentor teacher, and the building administrator also participated in the mentoring process. Nine students in a traditional student teaching program formed a control group. Teacher performance was assessed using a survey to measure perceived attainment of state proficiencies for teachers; reflective journals, portfolios and videotapes produced by interns; and a final project evaluation completed by interns, principals, and mentor teachers. Quantitative evaluation found that the STEP participants received higher ratings than the control group, particularly in Proficiencies of Learner-Centered Knowledge and Equity in Excellence. In qualitative evaluation STEP participants were more concerned with student learning, needs, and welfare, while the control group were more concerned with their own performance. Overall, the findings confirmed that the STEP program was superior to the traditional teaching preparation program. The study instrument is appended. (Contains 14 references.) (JB)