This study investigated differences between student teachers prepared in Iowa State University's contextual teacher preparation program (Project Opportunity) and student teachers prepared via traditional teacher education. Project Opportunity offered college-school collaboration and extensive field experiences at alternating rural, urban, and suburban sites. The study involved questionnaires to gather feedback from student teachers, university supervisors, and school cooperating teachers. The questionnaires examined prediction of success, confidence, professional background, personal attributes, instructional skill, classroom management, application of knowledge, holistic understanding, student interactions, university faculty interactions, and professional opportunities. Students were surveyed on all constructs, whereas cooperating teachers and supervisors were only surveyed for the first eight constructs. Data analysis indicated that the major constructs of Project Opportunity were working successfully, with students, faculty, and public school teachers noting specific areas of excellence in Project Opportunity students. Project Opportunity taught school and university faculty about the importance of bonding within a cohort, the need for enhanced opportunities in research, the necessity of incorporating more classroom management techniques into coursework, and the urgency for more early and frequent field experiences. Results showed that Project Opportunity students had higher confidence levels, advanced professional thinking, and a more holistic view in thinking than did traditionally prepared students. Project Opportunity students felt more confident in their interpersonal characteristics and professional abilities. (Contains 16 references.) (SM)