The combination of quantitative and qualitative methods as a way to improve research into the clinical preparation of teachers was studied using varied clinical-instruction models to quantify preservice teachers' perceptions of being prepared for inservice teaching. A traditional professional model emphasizes the idea of the teacher as leader and manager; an integrated model incorporates liberal theories to the professional model to emphasize the relationship between theory and practice and teacher preparedness for broader-based functions of inservice teaching. Loglinear analysis of survey results from 342 preservice teachers revealed that the overall effect of clinical instruction is highly significant (chi square = 59.18) (p < .00001). With pretest effects controlled, subjects' odds of perceiving themselves as fully prepared are 7.1 times greater (p < .0001) for "integrated-model" subjects than for "professional-model" subjects. The qualitative followup with 76 subjects, at one year, revealed that the odds of being inducted as full-time inservice teachers are 19.7 times greater (chi square = 16.19) (p < .005) for subjects who earlier perceived themselves as fully prepared than for those who did not. Concluding that the positive effect of the integrated model exceeds that of the professional model, the study discusses functional and significant implications of clinical instruction. Two appendixes present the criteria for selecting students teaching placement sites and evaluation forms for student use. (Contains 3 tables and 46 references.) (SLD)