In 1968 a five-week cooperative project, which exposed 38 student teaching candidates to the inner-city, was designed and implemented by Miami University and the Cleveland public school system. Observation-participation activities were planned for each student in one of 13 schools, in which he observed a wide variety of school personnel, served as an aide to at least one teacher (responsibilities ranged from tutoring to teaching), and participated in the community (through visits to homes and community centers). The students voiced their impressions at a daily seminar and were also required to keep a written record of their reactions and indicate changes in themselves. Students indicated that the program increased or provoked an awareness of poverty conditions; parental concern, student motivation, and excellence; and the vastness and complexity of inner-city problems. Participants also acquired a more realistic view of teaching in the inner city, identified with Negroes, and grew in self-confidence and introspection. A followup study of participants is being planned, and research is being designed to include objective analysis. (LP)