The study took place in a laboratory school located in a Midwestern community with a population of about 100,000. The laboratory school was located on the campus of a comprehensive 4-year university. A university faculty member who was school-based taught a teacher education class within the laboratory school building. The impact of the course was examined through surveys administered to the laboratory school faculty who served as guest speakers, the university students enrolled in the course, and the laboratory school children who were involved in student teacher lessons. Data were analyzed using qualitative methodology. Results and implications for practice are discussed. The following are appended: (1) Survey for Primary Grade Students; (2) Survey for Intermediate Students; (3) Survey for University Students; (4) Survey for Faculty; and (5) Unitized Survey Results From PLS Faculty. [This article was published in: "The National Association of Laboratory Schools Journal" v30 p22-30 2006.]