THROUGH THE DEVELOPMENT OF A COOPERATIVE COLLEGE-UNIVERSITY GRADUATE STUDY PROGRAM, THE AUGMENTATION OF A PAID FOURTH-YEAR INTERNSHIP APPROACH IN A TEACHER TRAINING PROGRAM WAS EXPLORED. STEPS INCLUDED--(1) INVOLVEMENT OF THE FACULTY IN AN EVALUATION OF THE TEACHER EDUCATION PROGRAM AND THE COLLEGE CURRICULUM, (2) CHANGING WEEKLY SCHEDULES AND THE ANNUAL CALENDAR, (3) CONFERENCES WITH REPRESENTATIVES OF THE LOCAL SCHOOL SYSTEMS TO EXPLAIN THE INTERNSHIP CONCEPT, ELICIT SUPPORT FOR THE NEW PROGRAM, AND COMPOSE STRUCTURES AND POLICIES, AND (4) DIALOGUE WITH SELECTED UNIVERSITIES REGARDING A COOPERATIVE GRADUATE PROGRAM. AS A RESULT OF THE STUDY, A PROTOTYPE MODEL WAS DEVELOPED FOR A FOUR- AND FIVE-YEAR INTERNSHIP PATTERN, PROFESSIONAL PREPARATION CURRICULUM WAS MADE CONCURRENT WITH PRESENT PRACTICES, AND RAPPORT WAS DEVELOPED WITH THE LOCAL SCHOOL SYSTEMS FOR THE IMPLEMENTATION OF INTERNSHIP PROGRAMS. THE COOPERATIVE GRADUATE PROGRAM WAS NOT COMPLETED BUT REMAINS IN AN EXPLORATORY STAGE. THE STUDY IMPLIED THAT A SUMMER SCHOOL SESSION IS NEEDED TO SUPPLEMENT THE INTERNSHIP PROGRAM AND INDICATED THAT ADDITIONAL RESEARCH IS NEEDED IN THE AREAS OF DETERMINING INTERN COMPETENCY, SELECTING AND TRAINING INTERN SUPERVISORS, AND EVALUATING INTERNSHIP PROGRAMS. AS A FORM OF CLINICAL EXPERIENCE, INTERNSHIP PROGRAMS PROMISE TO BE MORE EFFECTIVE THAN ANY OTHER PROCEDURE IN DEVELOPING THE MANY HIGH-LEVEL SKILLS REQUIRED OF TEACHERS TODAY. (JK)